Building "Our School": Parental Perspectives for Building Trusting Family-Professional Partnerships

Autor/inn/en	Francis, Grace L.; Blue-Banning, Martha; Haines, Shana J.; Turnbull, Ann P.; Gross, Judith M. S.
Titel	Building "Our School": Parental Perspectives for Building Trusting Family-Professional Partnerships
Quelle	In: Preventing School Failure, 60 (2016) 4, S.329-336 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2016.1164115
Schlagwörter	Parent Attitudes; Partnerships in Education; Preservice Teacher Education; Preservice Teachers; Focus Groups; Inclusion; Special Education; Special Education Teachers; Parent Teacher Cooperation; Elementary School Students; Middle School Students; Grounded Theory; Family School Relationship; Family Involvement; Parents; Disabilities; California; Florida; Massachusetts; Missouri; Wisconsin + Suchen Sie Ihr Suchwort? Elternverhalten; Hochschulpartnerschaft; Lehramtsstudiengang; Lehrerausbildung; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Eltern; Handicap; Behinderung; Kalifornien; Master-Studiengang
Abstract	All educational stakeholders benefit when families and school staff have trusting partnerships as they work together to achieve mutual goals. Eleven focus groups were conducted with parents of children with and without disabilities in six schools, which had been selected as knowledge development sites by the Schoolwide Integrated Framework for Transformation (SWIFT) Center. The purpose of this appreciative inquiry was to understand these parents' perspectives on the nature of trusting partnerships within their schools. The following four themes emerged: (a) communicating, (b) establishing a sense of belonging, (c) demonstrating professional competency and commitment, and (d) building family leadership. Multiple approaches are described for how professionals and families from the schools implemented these four themes. Implications for school practices, preservice education, and future investigation are addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01