A Survey on Parent-Conductor Relationship: Unveiling the Black Box

Autor/inn/en	Schenker, R.; Rigbi, A.; Parush, S.; Yochman, A.
Titel	A Survey on Parent-Conductor Relationship: Unveiling the Black Box
Quelle	In: International Journal of Special Education, 32 (2017) 2, S.387-412 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Teacher Attitudes; Parent Teacher Cooperation; Questionnaires; Parent Participation; Teacher Role; Success; Foreign Countries; Statistical Analysis; Interpersonal Relationship; Individual Characteristics; Barriers; Physical Disabilities; Early Childhood Education; Child Care Centers; Israel + Suchen Sie Ihr Suchwort? Lehrerverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Fragebogen; Elternmitwirkung; Lehrerrolle; Erfolg; Ausland; Statistische Analyse; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Physical handicap; Körperbehinderung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung
Abstract	Teacher's perceptions and attitudes regarding working with parents are critical factors contributing to family-centered service. This survey provides an in-depth understanding of the components perceived by conductors (teachers in Conductive Education settings) as being cornerstone of successful parent-conductor relationships. The Conductors and Parents Questionnaire of children with disabilities was administrated to thirty-seven conductors (97% consent rate). Conductors identified working with parents, exploring parent goals, degree of parental investment and instilling a sense of confidence in parents as the most significant factors enabling a child's progress. Evidence of significant factors contributing to successful partnerships emphasize delivering services in a wider context, in which families and not just children are the focus for support (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01