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     Phase II Research Project
Home-School Knowledge Exchange and Transformation in Primary Education

This project has now completed. Major outputs include:


Martin Hughes (Project Director)
Andrew Pollard (Institute of Education, University of London; TLRP Director)
Jane Andrews (University of the West of England, Project Outcomes Team)
Anthony Feiler (Literacy Strand)
Pamela Greenhough (Project Outcomes Team)
David Johnson (University of Oxford, Literacy Strand)
Elizabeth McNess (Transfer Strand)
Marilyn Osborn (Transfer Strand)
Leida Salway (Teacher Researcher, Numeracy Strand)
Mary Scanlan (University of Winchester; Teacher Researcher, Literacy Strand)
Vicki Stinchcombe (Teacher Researcher, Transfer Strand)
Jan Winter (Numeracy Strand)
Wan Ching Yee (Project Outcomes Team)


Project Summary

Children live and learn in two different worlds, home and school. However these worlds are often kept separate from each other. In the Home School Knowledge Exchange (HSKE) project we wanted to help teachers, parents and children share their different knowledge of these worlds. We hypothesised that doing this successfully would enhance children’s learning.

The project had three main strands, concerned respectively with:
• Literacy at Key Stage 1
• Numeracy at Key Stage 2
• Transfer from primary to secondary school

Within each strand the project took place in four action primary schools (plus four action secondary schools in the transfer strand) in the cities of Bristol and Cardiff. The schools reflected the social and cultural diversity to be found in these two cities. In these schools we developed, implemented and evaluated HSKE activities which supported the exchange of knowledge between home and school. Some of these activities focused on the exchange of knowledge from school-to-home, and aimed to make parents more knowledgeable about what was happening in their children’s schools. Other activities focused on the exchange of knowledge from home-to-school, and aimed to help teachers understand more about their children’s out-of-school lives. Children attending similar schools but which did not engage in HSKE activities acted as a comparison group.

The HSKE activities were well received by teachers, parents and children. On the whole they served their purpose of transferring knowledge and information between home and school. In addition, the activities had a positive impact on children’s attainment. This was particularly noticeable in the transfer strand, where children who had attended HSKE schools made significantly better progress in reading than children who had not. Children from HSKE schools were also more positive about their learning and adjusted more quickly to life in secondary school.

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