Approaches to Building Teacher-Parent Cooperation

Autor/inn/en	Cankar, Franc; Deutsch, Tomi; Sentocnik, Sonja
Titel	Approaches to Building Teacher-Parent Cooperation
Quelle	In: Center for Educational Policy Studies Journal, 2 (2012) 1, S.35-55 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1855-9719
Schlagwörter	Foreign Countries; Parent Teacher Cooperation; Expectation; Elementary School Teachers; Parents; Parent Influence; Parent Participation; Organizational Communication; Parent School Relationship; Teacher Attitudes; Parent Background; Educational Attainment; Rural Urban Differences; Program Effectiveness; Teacher Surveys; Parent Surveys; Secondary School Teachers; Statistical Analysis; Maximum Likelihood Statistics; Factor Analysis; Slovenia + Suchen Sie Ihr Suchwort? Ausland; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Expectancy; Erwartung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Eltern; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Lehrerverhalten; Elternhaus; Bildungsabschluss; Bildungsgut; Stadt-Land-Beziehung; Statistische Analyse; Faktorenanalyse; Slowenien
Abstract	The purpose of this study was to explore the areas of cooperation in which parent and teacher expectations were the same and where they differed. Data were obtained from a sample of 55 randomly selected primary schools. We analyzed school-to home communications, parental influence on school decisions, and parent involvement in different school activities. At the same time, we also explored building cooperation among the teachers, students, and their parents, within the framework of the program 'Reading and Conversation'. The findings indicated that the third- and ninth- grade lead teachers were mostly in agreement about the importance of parent involvement and as such represented a fairly homogenous group. The third-grade lead teachers were more open about actual involvement of parents in instruction than their ninth-grade colleagues, who were more cautious and restrained. In contrast to the lead teachers who represented a relatively narrow professional group, parents' views were much more diverse. Parental education was the best predictor of their readiness to become involved in the life and work of their children's school. Whether the area in which the families lived was urban or suburban did not make any difference. The evaluation of the one-year 'Reading and Conversation' programme revealed increases in parents'motivation to collaborate with the school as a consequence of the program's approach to work, as well as improvement in mutual relationships and dialogue. (As Provided).
Anmerkungen	University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: http://www.cepsj.si/doku.php?id=en:cepsj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01