Collaborative learning intervention associated with small increases in home-based school involvement for lower SES families in deprived neighbourhoods

Renske Keizer*, Roel van Steensel, Joran Jongerling, Talitha Stam, Brian P. Godor, Nicole Lucassen

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

This study investigated the impact of the Dutch family-oriented Collaborative Learning intervention, characterised by a partnership approach and provision of personalised support. We assessed effects on parents’ home-based school involvement, perceived quality of the parent-teacher relationship, and parenting skills. Fifty-six families with children in grades 1–4 (aged 4–9) were randomly assigned to an intervention or waiting list condition. Results of two path models, using cluster-robust standard errors to adjust for nesting within our data, and controlling for baseline values of our outcome variables, indicated small improvements in home-based school involvement among families in the intervention group, but no differences in the perceived quality of the parent-teacher relationship nor in parenting skills. Our findings provide preliminary evidence for the idea that, under conditions of a partnership approach and provision of personalised support, efforts to support and strengthen the capacities of lower SES parents to promote child development can be fruitful.

Original languageEnglish
JournalEducational Studies
Early online date3 Apr 2022
DOIs
Publication statusPublished - 3 Apr 2022

Bibliographical note

Funding:
This work was supported by a grant from the Erasmus Initiative ‘Vital Cities and Citizens’, grant
number 14110001.037.004.

Publisher Copyright: © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Fingerprint

Dive into the research topics of 'Collaborative learning intervention associated with small increases in home-based school involvement for lower SES families in deprived neighbourhoods'. Together they form a unique fingerprint.

Cite this