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Open Access Implementeren en Leren : De implementatie en de daaruit volgende lessen van een ouderbetrokkenheidsmodule ter stimulering van onderwijsondersteunend gedrag op leesgebied

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To implement, and learn. The implementation and subsequent lessons of a module aimed at enhancing home-based parental literacy involvement

With this study, we (a) analyze the implementation of the parental involvement module of Success for All aimed at enhancing home-based parental literacy involvement in the first, second, and third Grade, and (b) draw lessons from that implementation. For three school years, seven Dutch elementary schools with relatively many students from low socio-economic backgrounds, have implemented the parental involvement module. Afterwards, in-depth interviews with 22 professionals have been conducted. Based on the interview data, two dimensions of implementation have been analyzed: the level of structural implementation and the process of implementation. We distinguished three levels of structural implementation: low, medium, and high. Our analyses reveal that one school obtained a medium level of structural implementation, and the other six a low level. With knowledge of the process of implementation, we interpreted this outcome. Our analyses show that a higher level of structural implementation relies on (1) how the innovation is embedded in the school’s organizational structure, (2) whether or not a program champion (who is supported by coworkers and supervisors) is present, (3) the necessity felt for successful implementation of core elements of the module, (4) the enthusiasm of the school’s staff for the innovation, (5) asking the help of external experts in order to, with joint forces, help solve a blockage in the implementation process and (6) active involvement of parents and positive parental responses.

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Keywords: beginning readers; elementary schools; implementation; literacy; parental involvement

Document Type: Research Article

Publication date: July 1, 2020

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  • Het tijdschrift Pedagogiek stelt zich ten doel de wetenschappelijke discussie over opvoeding, onderwijs en vorming binnen het Nederlands taalgebied (Nederland en Vlaanderen) te stimuleren en te ondersteunen. Pedagogiek beoogt naast een bijdrage aan het wetenschappelijke debat ook de maatschappelijke discussie op de terreinen van opvoeding, onderwijs en vorming te bevorderen. Bijdragen zullen dan ook uitdrukkelijk worden beoordeeld op zowel hun wetenschappelijke als maatschappelijke relevantie. Pedagogiek biedt: (1) wetenschappelijke verslagen van empirisch, theoretisch en historisch onderzoek op het gebied van opvoeding, onderwijs en vorming, alsmede review studies op onderhavige terreinen; (2) opiniërende bijdragen van wetenschappelijk niveau (Forumbijdragen); (3) boekbesprekingen.

    The journal Pedagogiek (Pedagogy) aims to stimulate and support the scholarly discourse on child rearing, education and training within the Dutch language area (The Netherlands and the Flemish region). Pedagogiek strives to contribute to the scholarly debate, but also desires to boost the public debate on the subject of child rearing, education and training. Therefore, contributions will be judged explicitly on both their scholarly merit and their social relevance. Pedagogiek offers: (1) scholarly articles reporting on empirical, theoretical and historical research in the field of child rearing, education and training, and review studies in the same field; (2) opinion pieces on a scholarly level (panel discussions); (3) book reviews.

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