Cooperation, Conflict and Control: Parent-Teacher Relationships in an English Secondary School

Autor/inn/en	Bilton, Richard; Jackson, Alison; Hymer, Barry
Titel	Cooperation, Conflict and Control: Parent-Teacher Relationships in an English Secondary School
Quelle	In: Educational Review, 70 (2018) 4, S.510-526 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2017.1410107
Schlagwörter	Conflict; Parent Teacher Cooperation; Interviews; Parent Attitudes; Teacher Attitudes; Student Attitudes; Discourse Analysis; Foreign Countries; Audio Equipment; Longitudinal Studies; Parent Role; Family School Relationship; Educational Practices; Parent Participation; Secondary School Teachers; Secondary School Students; Case Studies; United Kingdom (England) + Suchen Sie Ihr Suchwort? Konflikt; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Interviewing; Interviewtechnik; Elternverhalten; Lehrerverhalten; Schülerverhalten; Diskursanalyse; Ausland; Audio-CD; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Parental role; Elternrolle; Bildungspraxis; Elternmitwirkung; Sekundarschüler; Case study; Fallstudie; Case Study
Abstract	In this paper, we present the findings which have emerged from our investigation of parent-teacher conversations at one secondary school in the north-west of England. Data were collected in the form of audio recordings over two years, supplemented by supporting evidence in the form of one-to-one interviews with parents, teachers and students. We analysed our data utilising conversation analysis (CA) and interpreted our findings using politeness theory. Our research revealed that the parents and teachers at this school appeared predisposed towards building friendly, mutually supportive relationships. They did not, however, jointly decide what their aims would be, share responsibility for learning or engage in meaningful dialogue. Also, teachers tended to assume authority on educational matters whilst parents played a supporting role or acted as passive receivers of information. We discuss these behaviours in the light of the various perspectives from which parent-teacher relationships have been viewed. We also consider the practical implications of our findings for both schools and families, and recommend future lines of inquiry for those wishing to explore this under-researched educational practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01