Adapt and They Shall Come: Case Studies of Online Teacher-Parent Collaboration with At-Risk Students

Autor/inn/en	Kofteros, Alexandros; Hadzilacos, Thanasis
Titel	Adapt and They Shall Come: Case Studies of Online Teacher-Parent Collaboration with At-Risk Students
Quelle	In: Journal of Interactive Learning Research, 30 (2019) 3, S.347-363 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1093-023X
Schlagwörter	Case Studies; Parent Teacher Cooperation; Educational Technology; Cooperative Learning; Grade 5; At Risk Students; Foreign Countries; Urban Schools; Parent Child Relationship; Computer Uses in Education; Parent School Relationship; Cyprus + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Unterrichtsmedien; Kooperatives Lernen; School year 05; 5. Schuljahr; Schuljahr 05; Ausland; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Computernutzung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Zypern
Abstract	This paper describes an unexpected collateral finding from an educational intervention with at-risk primary school pupils in which parents worked regularly with their children's teacher to leverage his adaptive teaching methods for their children. Efficient parent-teacher communication and effective collaboration are prerequisites, but not given; establishing them unsurprisingly required flexibility on the part of the teacher, flexibility which, perhaps unexpectedly, turned out to be sufficient. A year-long participatory action research was conducted with parents of six at-risk fifth grade primary school students in the Republic of Cyprus. The children come from a small underprivileged urban school; they were identified to be at-risk through the national Ministry of Education assessment. Initially, parents resisted the use of the special-purpose custom-designed online platform for collaboration with the teacher as part of the educational intervention. To overcome this, at the second phase of the study, we switched to the online tools already in personal use by the parents. Parents responded fully, working closely with the teacher, with positive findings for students' performance and changes to teacher-student, teacher-parent and parent-child relationships. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01