Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.725681
Title: Parents' views of their involvement during extended school non-attendance
Author: Myhill, Anna
ISNI:       0000 0004 6424 854X
Awarding Body: Cardiff University
Current Institution: Cardiff University
Date of Award: 2017
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Abstract:
This thesis is divided into three distinct parts. Part 1, the Literature Review, will firstly cover the definition of extended school non-attendance (ESNA), the prevalence and onset of ESNA and research that has aimed to measure the impact of ESNA on the child who has experienced it. Secondly it focuses specifically on the current evidence-base regarding the factors involved in non-attendance, specifically the systems that have an impact on children’s non-attendance. Attention is then paid to research highlighting the impact of parents’ previous experience of school and involvement with professionals that has an impact in their involvement and engagement in their children’s education. In the latter part of the literature review, the two issues of the factors affecting children’s non-attendance and the constructs of parents’ involvement and engagement are brought together. Finally, research that has aimed to explore parental views regarding their children’s ESNA will be presented, discussed and critiqued. An argument for the need to extend the evidence-base regarding parental involvement during extended non-attendance will be made and the impact the findings might have for educational psychology practice will be discussed. Finally, research questions are presented aiming to explore parents’ views of their involvement during ESNA. The literature review is not exhaustive, but aims to give a clear overview of contextual factors, including changes in legislation and policy, as well as a rationale to the research by guiding the reader through a narrative towards the current research area and questions. Part 2 of the thesis is the Empirical Study. It provides an overview of the current literature, the epistemology underpinning the research and the methodology used. A results section will include an overview and interpretation of the findings. A discussion section will include a discussion of the results in relation to previous research, relating to how the results support, oppose and enhance the existing evidence base. Limitations of the current study will also be explored along with the possibilities for future research. Furthermore, attention is paid to the implications of the research outcomes for the role and professional practice of educational psychologists. Part 3 of the thesis, the Reflective Account, discusses the contribution to knowledge the current findings have provided. Furthermore, a review of the researcher’s choices will be presented, critically analysing decision making throughout the process of the research. Discussion will focus on how the implications of the results for educational psychology practice. Finally, potential areas for further research will be explored.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.725681  DOI: Not available
Keywords: BF Psychology
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