Crossing Boundaries: Multi-National Action Research on Family-School Collaboration. Report No. 33.

Sonst. Personen	Davies, Don (Hrsg.); Johnson, Vivian (Hrsg.)
Institution	Center on Families, Communities, Schools, and Children's Learning.; Johns Hopkins Univ., Baltimore, MD.
Titel	Crossing Boundaries: Multi-National Action Research on Family-School Collaboration. Report No. 33.
Quelle	(1996), (283 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Action Research; College School Cooperation; Coordination; Crisis Intervention; Family Involvement; Family School Relationship; Foreign Countries; Multicultural Education; Parent Teacher Cooperation; Parents; Partnerships in Education; Research Methodology; Surveys; Australia; Chile; Czechoslovakia; Portugal; Spain + Suchen Sie Ihr Suchwort? Projektforschung; Koordination; Krisenintervention; Ausland; Multikulturelle Erziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Eltern; Hochschulpartnerschaft; Research method; Forschungsmethode; Survey; Umfrage; Befragung; Australien; Tschechoslowakei; Spanien
Abstract	This report details studies by eight researchers from five countries--Australia, Chile, the Czech Republic, Portugal, and Spain--that examine boundary-crossing issues between teachers and parents, between policies and school reality, between cultures, and between research and practice. All of the studies were based in elementary schools and involved collaboration among university or research organizations and schools. The study's objectives were: to identify the commonalities and differences of approaches and results in five countries seeking to increase family involvement in school; (2) to learn what works, what doesn't, and under what conditions; (3) to explore the use of different approaches to participatory, or "action," research; and (4) to stimulate further multi-national studies and projects through the Center on Families, Communities, Schools and Children's Learning International Network. The chapters are: (1) "Introduction" (D. Davies and V. Johnson); (2) "Perspectives on Action Research Methodology and the Seven Case Studies" (S. Stoer); (3) "Family-School Partnerships in Three Portuguese Schools" (R. Marques and others); (4) "Parent Involvement in Schools in Spain: A Case Study" (R. Gonzalez); (5) "Building School-Family-Community Partnerships in the Process of Social Transition in the Czech Republic" (E. Walterova); (6) "Schools Reaching Out: An Australian Case Study" (D. Toomey); (7) "Project 'Educando Juntos'--Family and School Educating Together" (B. Icaza); and (8) "Perspectives across Seven Case Studies" (V. Johnson and D. Davies);. The case studies show that, although boundaries between home and school are difficult to cross, a multicultural mix of parents, teachers, principals, and researcher-facilitators can be successful. The report also gives recommendations for resource allocation, policy support, administrative support, action teams, and networking among projects. Each chapter contains references. (BGC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC