Why is parental involvement in children's mathematics learning hard? Parental perspectives on their role supporting children's learning

This article focuses on parents’ experiences and practices supporting children’s mathematics learning. We employ a conceptual framework that makes a distinction between school-centered and parent-centered approaches to parental involvement in children’s learning. We review literature showing that aspects of both school-centered and parent-centered approaches can be problematic, and explore this further in a group interview study. Group interviews were conducted with parents of children in 16 primary schools in a city in the southwest of England. Topics of discussion included parents’ level of confidence and perceived ability in mathematics, their experience of doing mathematics with their children out-ofschool, and their interactions with school about mathematics. Findings revealed some specific negative effects of school-centered approaches, and suggested that school-centered approaches may in fact restrict parents’ understanding of how they can support mathematics learning in the home. However, the analysis also adds useful depth to our understanding of opportunities associated with a parent-centered approach to parental involvement in mathematics learning

Non-clinical community interventions: a systematised review of social prescribing schemes

Abstract Background: This review focused on evaluation of United Kingdom social prescribing schemes published in peer-reviewed journals and reports. Schemes, including arts, books, education, and exercise ‘on prescription’ refer patients to community sources of non-clinical intervention. Method: A systematised review protocol appraised primary research material evaluating social prescribing schemes published 2000-15. Searches were performed in electronic databases using keywords, and articles were screened for evaluation of patient data, referral process, assessment method and outcomes; non-evaluated articles were excluded. Results: Of 86 schemes located including pilots, 40 evaluated primary research material: 17 used quantitative methods including six randomised controlled trials; 16 qualitative methods, and seven mixed methods; 9 exclusively involved arts on prescription. Conclusions: Outcomes included increase in self-esteem and confidence; improvement in mental wellbeing and positive mood; and reduction in anxiety, depression and negative mood. Despite positive findings, the review identifies a number of gaps in the evidence base and makes recommendations for future evaluation and implementation of referral pathways

Adults and the Act A development paper

The Education Reform Act 1988 and Adult LearnersSIGLEAvailable from British Library Document Supply Centre- DSC:q91/12931(Adults) / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Understanding competence

2.00SIGLEAvailable from British Library Document Supply Centre- DSC:90/21741(Understanding) / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Understanding competence A development paper

SIGLEAvailable from British Library Document Supply Centre- DSC:3661.958F(ED--318-889)(microfiche) / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Developing Open College Networks

3.50SIGLEAvailable from British Library Document Supply Centre- DSC:GPC/01775 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Frameworks for collaboration A UDACE handbook

4.00SIGLEAvailable from British Library Document Supply Centre- DSC:q91/17819(Frameworks) / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Training issues in educational guidance for adults A project report

4.50SIGLEAvailable from British Library Document Supply Centre- DSC:90/11337(Training) / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Educational guidance for adults Identifying competences

Available from British Library Document Supply Centre- DSC:3661.958F(ED--333-155)(microfiche) / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo