1. Teachers Upfront 2015 Parents as Partners in the Classroom Presenter: Dr Misheck Ndebele Presentation Title: Parental involvement in homework: does the socio-economic factor matter?

2. Parent – person who is the learner’s guardian, or is legally entitled to custody of the learner; or has undertaken to fulfil the obligations of a parent or guardian towards the learner’s education (SASA,1996) Extent to which parents are involved directly affects children’s literacy & numeracy in the primary school; the more parents are involved in reading activities outside school, the more children are likely to develop love for reading (Nye, Turner & Schwarts, 2006) A BRIDGE Community of Practice

3. Homework – tasks given to learners by teachers that are meant to be carried out during non-school hours (Bruce, 2007; Marzano & Pickering, 2007; Pool, 2003); a window through which parents can observe their children’s education, as well as an opportunity for schools to let parents know what their children are learning (Goldstein & Zentall, 1999). Homework critics – excessive homework; not necessary at FP level; social inequalities widened; Eurocentric approach; Proponents – improves academic performance; develops good study habits; academic discipline & lays a foundation for later years Homework – main area of parental participation in their children’s education A BRIDGE Community of Practice

4. Low parental participation in black SA schools; Socio-economic status (SOS) of families – a leading factor in the degree of parental participation (Mmotlane, Winaar & Kivilu, 2009) 2014 Study: Aimed at investigating the influence of the SOS of parents of Foundation Phase learners in 8 selected public primary schools in Johannesburg on their involvement in homework A qualitative study of 704 parents from eight schools from different geographical and socio-economic settings in Jhb (inner-city; peri-urban; suburban; township) Two schools from each setting (Berea & Jeppestown-inner- city; South Kensington & Observatory ext. – peri-urban; two schools from Alexandra township; two schools from suburban areas – Houghton; Linksfield) A BRIDGE Community of Practice

5. Parents responded to questionnaire items such as, whether they perceived homework as important for their children’s learning; priority of homework over other children’s activities; their feelings about homework given to their children; teachers’ feedback on children’s homework; provision of homework environment; homework supervision; support for reading & literacy skills Findings: Common perceptions among all parents; Socio- economic differences A BRIDGE Community of Practice

6. Common perceptions: homework perceived as important; homework to be given priority above all other activities; teachers gave manageable homework; satisfied with teachers’ feedback on homework Socio-economic differences: -Homework environments: parents from poorer home backgrounds – provided less supportive environments -Homework supervision: poorer parents supervised late in the evening, when tired, or never supervised at all; richer parents in the afternoon, when fresh & active, had a fixed homework supervision schedule -Reading and literacy skills: poorer parents – less active in promoting reading and literacy skills A BRIDGE Community of Practice

7. DISCUSSION ON THE FINDINGS Findings are consistent with the view that the higher the income & SOS, the more parents are likely to become involved (Friedman, 1990); Recent research: parents from a low SOS are less likely to be involved (Schmitt & Klein, 2010; Turney & Kao, 2009; Ratcliff & Hunt, 2009) While poorer parents value homework, their involvement is held back by their disadvantaged socio-economic background Because poorer parents are less involved as early as FP level, their children’s numeracy & literacy skills development suffer, and poor foundations are laid for future academic work On the other hand, richer parents provide a strong foundation for future academic success, further promoting inequalities in our society A BRIDGE Community of Practice

8. RECOMMENDATIONS FOR GOVERNMENT, SCHOOLS AND PARENTS Govt to develop a standard, mandatory homework policy for all primary schools, and monitor the implementation of such a policy Govt to promote strategies for assisting schools with less parental involvement, e.g. Employment of homework assistants in all affected schools Govt to facilitate workshops teachers and parents, to promote effective homework A BRIDGE Community of Practice

9. Schools to always work in partnership with parents; keep parents informed about their children’s performance, progress and homework (principals to monitor this); parental involvement to be more than fund-raising, etc.; conduct workshops for parents Schools in disadvantaged environments to devise strategies to deal with their own challenges, e.g. provide after-school classes where homework is done before children go home (be creative) Schools to learn from other schools; share ideas on how to improve parental involvement in homework A BRIDGE Community of Practice RECOMMENDATIONS FOR GOVERNMENT, SCHOOLS AND PARENTS

10. Parents to put the child’s school interests first, and be involved in their children’s homework Parents to fetch their children from school early Parents to establish an environment for homework performance (regular times; homework behaviour; space, materials, monitor TV viewing; house chores) Parents to monitor, supervise & sign homework Parents to respond to the child’s homework performance (good or bad) I thank you! A BRIDGE Community of Practice RECOMMENDATIONS FOR GOVERNMENT, SCHOOLS AND PARENTS