There is much international evidence that parental involvement in children’s learning can positively influence achievement. New Zealand policy expects schools to nurture such involvement, particularly in relation to Máori and Pasifika learners. Despite policy imperatives and valuable professional development projects, such involvement has proved challenging to embed within many English-medium school settings. We examined policy, theoretical, and research literature to identify key supports and barriers to establishing strong parental involvement in children’s learning, with a particular focus on the context of mathematics. A review of literature shows that parental involvement can be nurtured by school-wide commitment, learning-focused parent–teacher partnerships, effective communication, purposeful home-based learning, and shared home and school decision making. However, establishing sustained parental involvement in learning is challenging, with time constraints, language and cultural differences, and varied expectations posing barriers. Further guidance, support, and New Zealand-based research are needed to ensure such involvement can be maximised, including investigation into the effects of such involvement on achievement, affect, and well-being, particularly in relation to Máori and Pasifika students in English-medium settings.

中文翻译：

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加强家长对学生学习的参与

有很多国际证据表明，父母参与孩子的学习可以对成就产生积极影响。新西兰政策希望学校培养这种参与，尤其是与毛利人和太平洋岛民学生有关的参与。尽管有政策要求和有价值的专业发展项目，但事实证明，将这种参与嵌入许多英语中等学校环境中具有挑战性。我们检查了政策、理论和研究文献，以确定在儿童学习中建立强有力的父母参与的关键支持和障碍，特别关注数学背景。文献回顾表明，全校范围的承诺、以学习为中心的家长-教师伙伴关系、有效的沟通、有目的的家庭学习、并共享家庭和学校的决策。然而，建立持续的家长参与学习具有挑战性，时间限制、语言和文化差异以及不同的期望构成了障碍。需要进一步的指导、支持和基于新西兰的研究，以确保这种参与能够最大化，包括调查这种参与对成就、情感和幸福的影响，特别是与英语的毛利人和太平洋岛民学生有关的影响。中等设置。