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Research reports and publications

This section highlights a number of recent research reports and briefing documents covering policy and practice in the area of parental engagement in education. They highlight the links between parental engagement, including that of fathers, and young people's aspirations and attainment


Reynolds J (2006) Parents' involvement in their children's learning and schools

Parents' involvement in their children's learning and schools is a survey of the evidence around issues of parental involvement, offering a comprehensive overview of models and initiatives designed to engage parents in their children's education. This paper provides an overview of major policy and practice developments.


Richie C, Flouri E & Buchanan A (2005) Aspirations and Expectations

This briefing paper brings together what we know about young people's aspirations: how they are formed and the important links with parental involvement. It also considers the barriers to realising aspirations, as well as the facilitating factors. It summarises the literature on the translation of aspirations into realistic goals and the extent to which aspirations transcend parental expectations.


Goldman R (2005) Fathers' Involvement in their Children's Education

This major report takes a comprehensive look at UK fathers' involvement in their school-aged children's learning and education. It poses a range of questions pertinent to educators and policy makers; looking at fathers' role in education and learning, the experience of black and minority ethnic fathers and the implications of policy.


DCSF (2008) The Impact of Parental Involvement on Children's Education

This document draws together evidence on the impact of parental involvement on children's education, the stages at which it is known to have an impact on children, and the types of activities that are shown to be influential.

Desforges C & Abouchaar A (2003) - The Impact Of Parental Involvement, Parental Support And Family Education On Pupil Achievement And Adjustment

The aims of this review are to investigate the impact of parental support, parents' level of education and family learning on pupil achievement/engagement and to produce a comprehensive literature review of reliable research evidence on the relationship between parents/parenting and pupil achievement/engagement.


Harris A and Goodall J (2007) - Engaging Parents in Raising Achievement

This research looks into the difference between parental involvement and parental engagement, working from the hypothesis that parental engagement implies that parents are an essential part of educational development and an extended part of the pedagogic process both of which are fundamental in creating aspirations and raising achievement.


Hoover-Dempsey K and Sandler H (1997) - Why do parents become involved in their children's education? in Review of Educational Research; Spring 1997; 67, 1

This article reviews psychological theory and research critical to understanding why parents become involved in their children's elementary and secondary education. Overall, the review suggests that even well-designed school programs inviting involvement will meet with only limited success if they do not address issues of parental role construction and parental sense of efficacy for helping children succeed in school.


Peters M, Seeds K, Goldstein A & Coleman N (2008) - Parental Involvement in Children's Education 2007

This survey of parental involvement in children's education was commissioned by the DCSF in 2008. It looks at overall parental involvement, educational responsibility, parental communication with the school, awareness of initiatives, and outreach and involvement of parents of children with special educational needs. The implications of the findings of the survey on policy and further research are also discussed.


Sammons P, Sylva K , Melhuish E ,Siraj-Blatchford I, Taggart B, Grabbe Y & Barrea S (2007) Summary Report Influences on Children's Attainment and Progress in Key Stage 2: Cognitive Outcomes in Year 5

This project builds on the work of the earlier Effective Provision of Pre-School Education project which investigated the impact of pre-school provision on a national sample of young children in England between the ages of 3 and 7 years. This research focuses on the relationships between various child, family, home, pre-school and primary school characteristics and measures of children's cognitive attainment in year five of primary school (age 10). It compares these findings to the impact of the same factors when the children were in year one (age 6).

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