Barriers and solutions to participation in family-based education interventions
Bibliographic Data
| ID | 12595149 |
|---|---|
| Authors | Jamie Lingwood (0000-0002-2049-0057, University of Leeds, corresponding author), Rachael Levy (0000-0002-6327-6026, Department of Learning and Leadership, Institute of Education, University College London, UK), Jo Billington (0000-0002-0632-612X, University of Liverpool), Josie BILLINGTON (University of Liverpool), Caroline F Rowland (0000-0002-8675-8669, Max Planck Institute for Psycholinguistics), Caroline Rowland (Max Planck Institute for Psycholinguistics) |
| Year | 2019 |
| Volume | 23 |
| Issue | 2 |
| Pages | 185-198 |
| Publication date | 2019-07-25 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Social Research Methodology (JOURNAL) |
| Journal identifiers | ISSN: 1364-5579 • E-ISSN: 1464-5300 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13645579.2019.1645377 |
| OpenAlex | W2965876088 |
| Language | EN |
| Citations received | 2 |
| References cited | 37 |
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
Intervention (counseling · Political science · Population · Psychological intervention · Public relations · Reading (process · Socioeconomic status · Sociology · Early Childhood Education and Development · Family and Disability Support Research · Parental Involvement in Education · Psychology
Consort 2010 Statement
The persistent sampling bias in developmental psychology
Joint Book Reading Makes for Success in Learning to Read
The Specificity of Environmental Influence
Parent Recruitment and Retention in a Universal Prevention Program for Child Behavior and Emotional Problems
Reaching the hard-to-reach
A Longitudinal Investigation of the Role of Quantity and Quality of Child-Directed Speech in Vocabulary Development
The weirdest people in the world?
Poverty Impedes Cognitive Function
Keeping it simple
Parent–child book reading across early childhood and child vocabulary in the early school years
An effective programme is not enough
Hard-to-reach or out-of-reach? Reasons why women refuse to take part in early interventions
A descriptive review and meta-analysis of family-based emergent literacy interventions
The importance of familiarisation when doing research with young children
Overlooked and under‐served? Promoting service use and engagement among ‘hard‐to‐reach’ populations
Factors influencing the acceptance of volunteer home‐visiting support offered to families with new babies
Parental involvement
Effects of automated Tier 2 storybook intervention on vocabulary and comprehension learning in preschool children with limited oral language skills
Opportunities Lost––Why Some Parents of Young Children Are Not Well-Connected to the Service Systems Designed to Assist Them
Interpersonal Violence Among Women Seeking Welfare
The Effects of Failing to Include Hard-to-Reach Respondents in Longitudinal Surveys
Low-Income Parents
Qualitative research methods for the social sciences
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2020 - 2023 (4) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |