Suche

Erweiterte Literatursuche

Ariadne Pfad:

Inhalt

Detailanzeige

Originaltitel
Approaches to building teacher-parent cooperation
ParalleltitelPristopi k oblikovanju sodelovanja med ucitelji in starsi
Autoren
OriginalveröffentlichungCEPS Journal 2 (2012) 1, S. 35-55
Dokument  (350 KB)
Lizenz des Dokumentes Lizenz-Logo 
Schlagwörter (Deutsch)
Teildisziplin
DokumentartAufsatz (Zeitschrift)
ISSN2232-2647; 22322647
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):The purpose of this study was to explore the areas of cooperation in which parent and teacher expectations were the same and where they differed. Data were obtained from a sample of 55 randomly selected primary schools. We analyzed school-to home communications, parental influence on school decisions, and parent involvement in different school activities. At the same time, we also explored building cooperation among the teachers, students, and their parents, within the framework of the program ‘Reading and Conversation’. The findings indicated that the third- and ninth- grade lead teachers were mostly in agreement about the importance of parent involvement and as such represented a fairly homogenous group. The third-grade lead teachers were more open about actual involvement of parents in instruction than their ninth-grade colleagues, who were more cautious and restrained. In contrast to the lead teachers who represented a relatively narrow professional group, parents’ views were much more diverse. Parental education was the best predictor of their readiness to become involved in the life and work of their children’s school. Whether the area in which the families lived was urban or suburban did not make any difference. The evaluation of the one-year ‘Reading and Conversation’ programme revealed increases in parents’ motivation to collaborate with the school as a consequence of the program’s approach to work, as well as improvement in mutual relationships and dialogue. (DIPF/Orig.)
weitere Beiträge dieser Zeitschrift
Statistik
Prüfsummen
Eintrag erfolgte am01.08.2012
QuellenangabeCankar, Franc; Deutsch, Tomi; Sentocnik, Sonja: Approaches to building teacher-parent cooperation - In: CEPS Journal 2 (2012) 1, S. 35-55 - URN: urn:nbn:de:0111-opus-58033 - DOI: 10.25656/01:5803
Dateien exportieren

Inhalt auf sozialen Plattformen teilen