Literaturnachweis - Detailanzeige
| Autor/in | Swick, Kevin J. |
|---|---|
| Institution | ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL. |
| Titel | Teacher-Parent Partnerships. ERIC Digest. |
| Quelle | (1992), (3 Seiten)
PDF als Volltext kostenfreie Datei |
| Reihe | ERIC Publications; ERIC Digests in Full Text |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Early Childhood Education; Family School Relationship; Parent Participation; Parent Role; Parent Teacher Cooperation; School Community Relationship; Teacher Characteristics; Teacher Role |
| Abstract | Research provides insight into parent attributes that support partnerships with teachers. These attributes include warmth, sensitivity, nurturance, the ability to listen, consistency, positive self-image, personal competence, and effective interpersonal skills. Researchers have cited positive attitudes, continuous teacher training, involvement in professional growth, and personal competence as teacher attributes related to successful parent involvement. Parenting roles that support teacher-parent partnerships include those of learning, supporting, and decision making. Teacher roles critical to the partnership process include support, education, and guidance. Strategies that engage parents and teachers in collaborative roles include home visits, conferences, parent centers, telecommunication, parent involvement in the classroom, participatory decision making, parent education programs, home learning activities, and family-school networking. Family-centered schools need to be involved with families in planning and nurturing healthy environments. A significant part of this effort is the development of a curriculum that promotes a shared learning process among children, parents, and teachers. A family-centered focus must also become a part of the community's fabric. (BC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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