Parent Involvement in Rural Elementary Schools in New Zealand: A Survey

Autor/inn/en	Hornby, Garry; Witte, Chrystal
Titel	Parent Involvement in Rural Elementary Schools in New Zealand: A Survey
Quelle	In: Journal of Child and Family Studies, 19 (2010) 6, S.771-777 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-1024
DOI	10.1007/s10826-010-9368-5
Schlagwörter	Policy Formation; Elementary Schools; Parent Participation; Parent Education; Home Visits; Foreign Countries; Faculty Development; Rural Schools; Parent School Relationship; Interviews; School Policy; Parent Teacher Cooperation; Access to Information; Interpersonal Communication; Ethnic Diversity; New Zealand + Suchen Sie Ihr Suchwort? Politische Betätigung; Elementary school; Grundschule; Volksschule; Elternmitwirkung; Parents education; Elternbildung; Elternschule; Hausbesuch; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Interviewing; Interviewtechnik; Schulpolitik; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Interpersonale Kommunikation; Neuseeland
Abstract	We surveyed rural elementary schools in New Zealand regarding their practice of parent involvement (PI). Interviews were conducted at 22 schools using a schedule which focused on eleven aspects of PI: policy formation, acting as a resource, collaborating with teachers, sharing information on children, channels of communication, liaison with school staff, parent education, parent support, encouraging parents into school, involving diverse parents, and professional development for teachers. Analysis of data from the interviews identified several common weaknesses in PI provision: a lack of written school policies on PI; the ad hoc nature of the organization of PI; minimal parent education organized by schools; minimal focus on parent support; minimal use of home visits; limited ideas to involve diverse parents; a minimal focus on involving parents of children with special needs; and, limited professional development for teachers on working with parents. Implications for improving the practice of PI in rural elementary schools are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10