Barriers and solutions to participation in family-based education interventions

被引：11

作者：

Lingwood, Jamie ^{[1
]}

Levy, Rachael ^{[2
]}

Billington, Josie ^{[3
]}

Rowland, Caroline ^{[4
,5
,6
]}

机构：

[1] Univ Leeds, Dept Linguist & Phonet, Leeds, W Yorkshire, England

[2] UCL, Inst Educ, Dept Learning & Leadership, London, England

[3] Univ Liverpool, Dept English, Liverpool, Merseyside, England

[4] Max Planck Inst Psycholinguist, Language Dev Dept, Nijmegen, Netherlands

[5] Radboud Univ Nijmegen, Donders Inst Brain Cognit & Behav, Nijmegen, Netherlands

[6] Univ Liverpool, FESRC LuCiD Ctr, Liverpool, Merseyside, England

来源：

INTERNATIONAL JOURNAL OF SOCIAL RESEARCH METHODOLOGY | 2020年 / 23卷 / 02期

基金：

英国经济与社会研究理事会;

关键词：

Shared reading; interventions; socioeconomic status (SE); barriers; families; TO-REACH; LOW-INCOME; PRESCHOOL-CHILDREN; PARENTS; PROGRAM; ENGAGEMENT; VOCABULARY; METAANALYSIS; PSYCHOLOGY; BEHAVIOR;

D O I：

10.1080/13645579.2019.1645377

中图分类号：

C [社会科学总论];

学科分类号：

03 ; 0303 ;

摘要：

The fact that many sub-populations do not take part in research, especially participants from lower socioeconomic (SES) backgrounds, is a serious problem in education research. To increase the participation of such groups we must discover what social, economic and practical factors prevent participation, and how to overcome these barriers. In the current paper, we review the literature on this topic, before describing a case study that demonstrates four potential solutions to four barriers to participation in a shared reading intervention for families from lower SES backgrounds. We discuss the implications of our findings for family-based interventions more generally, and the difficulty of balancing strategies to encourage participation with adhering to the methodological integrity of a research study.

引用

页码：185 / 198

页数：14

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