Week 30 - Reflect on your Evidence

Activity 6: Describe the data you have collected so far and how you are analyzing it.

Step 1: Describe the data you have collected

The data that I collected throughout my inquiry were surveys (quantitative) and interviews of students and parents (qualitative). I thought it was best to send home surveys to eldest and only students as I was unsure whether all parents would have access to the internet if I was to use a programme such as Surveymonkey.

The main issues that arose from parents through the surveys and interviews was that parents did want to be involved but did not have time and they wanted to help their child succeed but didn’t know what they could do to help.

Step 2: Explain how you are analysing your data

Gray (2012) expresses that data can be very powerful, if used in the right way. The data collection occurred during the learn phase (weeks 20-24). There were 108 surveys that were returned out of 385 that were issued to eldest and only students at Clendon Park School. The data was analysed and graphed in order to show me a bigger picture of what parents think and ways we can move forward to enhance parent engagement.

Each question had possible options (this was something that was discussed during the research phase in order to make the survey more time friendly for busy whanau), with also the option of adding more information if wanted.

This questioned proved my theory that parents hardly meet with their child’s teacher. On average, most parents only meet with their child’s teacher once or twice per year and this could have been in an informal situation e.g. when picking or dropping their child off to school.

This question surprised me as I thought most parents would prefer to communicate with their child’s teacher using social media or during informal occasions such as our annual school community picnics which occur twice a year (at the beginning and the end of the year).

This question helped reinforce what I already knew, parents have little involvement with their child’s school.

The following comments from the Parent Engagement Survey forms were coded using Babione’s (2015) ideas: Key: Parent engaged or wanting to engage- 15 Time- 10 Work commitments-17 Family commitments-11 Number of reasons- 5 Other- 4 ❏     To check how my child’s doing at school or class ❏     I attempt to be as active as I can or available when possible ❏     Supporting other siblings ❏     I have younger children ❏     Because I have 2 babies at home with me so getting out and about isn’t so easy ❏     Because I want to know my child’s progress ❏     I want a good result ❏     Involved in everything that is happening at school and is very important ❏     My boys just enrolled this year ❏     Always busy ❏     Because I want to support my child’s school ❏     Both parents work ❏     I am very concerned about their learning ❏     Working during the time he’s at school ❏     The time doesn’t suit work sometimes ❏     Show up at school events ❏     I don’t mind being involved in any way and help out if I can ❏     Busy from work and family affairs ❏     Work related ❏     Busy ❏     I got some other stuff to do at home ❏     Just want to be there for them ❏     To support my child and the kaupapa ❏     Other commitments ❏     Was not committed at time or personal reasons ❏     I am involved when my children tell me ❏     Because I am currently studying ❏     I am studying in the city from Monday to Friday ❏     Generally busy “life” ❏     Busy with work ❏     I am now working so don’t have much time ❏     I have two smaller boys to pick up from Kindy ❏     Just been busy with work etc. ❏     Privacy reasons ❏     Work here ❏     I work there ❏     Not being invited ❏     Staff ❏     Work ❏     Currently studying in the city ❏     Helped with kids activities ❏     Unwell child at home ❏     Work ❏     It’s really crazy juggling all kids ❏     I am a single Mum with another child with disabilities ❏     Due to the fact that we both work ❏     Shift worker ❏     Looking after children and baby ❏     Work full time, other commitments and my kids don’t join anything ❏     Because I am busy at work ❏     Not being invited ❏     I have a lot of other appointments as I have a disability child ❏     Not many opportunities ❏     Because I am too busy ❏     Busy with work ❏     Teacher at Clendon ❏     I’m one of the working parents ❏     Just moved schools and study full time. Can schedule time in, if given early notice ❏     Busy as I just had a baby and have a 15 month old ❏     Would like to be more involved this year ❏     Personal reasons, will try and be more involved this year ❏     Kapa Haka

These are the responses we received from the surveys in regards to ‘why’ parents are involved a little or a lot at school. In a synopsis the reasons why show due to lack of time.

This question shows that parents feel informed about what is happening at school. This allowed me to understand that notices, newsletters, texts and emails are being received to inform and update parents so that allowed me to rule out that this is the reason why we do not have parent engagement.

This questioned allowed me to understand that as a school we are meeting our twice a term requirements to formally inform parents about their child’s learning. There are a large number of parents who feel a little informed or a bit informed so there is room for improvement. Could we as a school look at ways to update parents on their child’s learning on a termly basis so parents are not overwhelmed at the end of Term 2 when they receive their child’s report which may not reflect where they thought their child was achieving at.

This question was based around my original inquiry that had hoped to teach skills from the Digital Technologies Curriculum to enhance student learning but as you can see, parents prefer booklets that they could use at home or have information available on our school website.

Step 3: Reflect on your evidence so far

The evidence shows that parents want to be more involved if it means their child’s learning is improved from their engagement but do not have the time to meet with teachers. This has made me reflect what can I do to engage parents without the expectation of them coming into school as in question three shows there has been little involvement due to family and work commitments. So I have to question myself to find a way to engage parents through the use of a digital platform.

References;

Babione, C. (2015). Practitioner Teacher Inquiry and Research. USA: John Wiley & Sons. (e-copy available in Unitec library).

Gray, J. (2012). What data can and cannot do. Retrieved from https://www.theguardian.com/news/datablog/2012/may/31/data-journalism-focused-critical

Word Count- 657