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Journal Article

Barriers and solutions to participation in family-based education interventions

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Rowland,  Caroline F.
Language Development Department, MPI for Psycholinguistics, Max Planck Society;
ESRC LuCiD centre, University of Liverpool;
Donders Institute for Brain, Cognition and Behaviour, External Organizations;

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Citation

Lingwood, J., Levy, R., Billington, J., & Rowland, C. F. (2020). Barriers and solutions to participation in family-based education interventions. International Journal of Social Research Methodology, 23(2), 185-198. doi:10.1080/13645579.2019.1645377.


Cite as: https://hdl.handle.net/21.11116/0000-0004-4416-7
Abstract
The fact that many sub-populations do not take part in research, especially participants fromlower socioeconomic (SES) backgrounds, is a serious problem in education research. Toincrease the participation of such groups we must discover what social, economic andpractical factors prevent participation, and how to overcome these barriers. In the currentpaper, we review the literature on this topic, before describing a case study that demonstratesfour potential solutions to four barriers to participation in a shared reading intervention forfamilies from lower SES backgrounds. We discuss the implications of our findings forfamily-based interventions more generally, and the difficulty of balancing strategies toencourage participation with adhering to the methodological integrity of a research study