Responsiveness in Urban Schools: A Study of School System Adaptation to Parental Preferences in an Urban Environment.

Autor/in	Raffel, Jeffery A.
Institution	Delaware Univ., Newark. Div. of Urban Affairs.
Titel	Responsiveness in Urban Schools: A Study of School System Adaptation to Parental Preferences in an Urban Environment.
Quelle	(1972), (346 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Family Influence; Family School Relationship; Parent Attitudes; Parent Conferences; Parent Grievances; Parent Influence; Parent Participation; Parent School Relationship; Parent Teacher Cooperation; Urban Schools + Suchen Sie Ihr Suchwort? Elternverhalten; Elternabend; Beschwerde; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The relationship between parental preferences and school functioning in 10 elementary schools in the Boston Public School System was analyzed. The educational preferences of 400 parents were determined through survey research methods. School functioning at the 10 schools was determined by classroom observation, interviews, and written questionnaires. While a moderate relationship between parental preferences and school functioning was found across the 10 schools in educational methods, none was found in educational content. Analysis of the process of responsiveness and parental attempts to alter school functioning indicated that responsiveness of school functioning to parental preferences is greatly limited within the school system. Non-responsiveness was found to be a function of the inability of parents to organize for collective action, the inability of principals to influence teachers, the power of senior teachers to select their school, the lack of perceptual accuracy of teachers about parents and their educational preferences, and the lack of legitimacy many parents, teachers, and principals hold for parental influence over teacher behavior. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01