Sayers, J orcid.org/0000-0002-9652-0187, Marschall, G, Petersson, J et al. (1 more author) (2021) English and Swedish teachers’ perspectives on the role of parents in year one children’s learning of number: manifestations of culturally-conditioned norms. Early Child Development and Care, 191 (5). pp. 760-772. ISSN 0300-4430
Abstract
This paper presents an exploratory study of English and Swedish teachers' perspectives on the role of parents in year one children's learning of number. Drawing on the results of semi-structured interviews, data from each cohort were analysed independently to ensure the cultural integrity of any response categories and the results of this process compared. Two broad themes were identified concerning implicit and explicit forms of parental involvement. The former, manifested similarly across the two cohorts, concerned the importance of parents presenting children with positive attitudes towards mathematics. The latter, incorporating three comparable subthemes, focused on the creation of number-rich home environments, home–school communication and parents' role in the completion of homework. All three subthemes differentiated the cohorts in ways that highlighted teachers' culturally situated perspective on teaching and learning. Some implications are discussed, particularly with respect to the challenge this study poses for developers of cross-cultural survey instruments.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http:// creativecommons.org/licenses/by-nc-nd/4.0/). |
Keywords: | Parental involvement, year one children, Sweden, England, number, teacher interviews |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 07 Aug 2019 10:27 |
Last Modified: | 25 Jun 2023 21:56 |
Status: | Published |
Publisher: | Taylor and Francis |
Identification Number: | 10.1080/03004430.2019.1646741 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:149369 |