Perception of Chinese Parents toward School and Family Collaboration

Autor/inn/en	Chan, Tak Cheung; Shu, Zhiding; Xiao, Hong Ying
Titel	Perception of Chinese Parents toward School and Family Collaboration
Quelle	In: School Community Journal, 31 (2021) 1, S.233-258 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Parent Attitudes; Family School Relationship; Parent Participation; Elementary Schools; Teacher Role; Administrator Role; Parent Role; Foreign Countries; Barriers; Parent Background; Educational Attainment; Occupations; Family Income; Parent Teacher Cooperation; Parent Associations; China + Suchen Sie Ihr Suchwort? Elternverhalten; Elternmitwirkung; Elementary school; Grundschule; Volksschule; Lehrerrolle; Parental role; Elternrolle; Ausland; Elternhaus; Bildungsabschluss; Bildungsgut; Beruf; Berufsumfeld; Familieneinkommen; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Elternvertretung
Abstract	Research has indicated that parents play a significant role in promoting school and family collaborative activities. However, empirical studies on parental engagement in school and family collaboration in China are scarce. This study investigates how Chinese parents perceived the school and family collaborative activities initiated by elementary school staff. Out of 300 parents in elementary schools in Wu Xing District, Huzhou, Zhejiang Province, China, 135 agreed to participate in this study to indicate their perceptions of school and family collaboration. A mainly quantitative approach was employed in this study of school and family collaboration. An open-ended question was added to the end of the quantitative questionnaire to offer the parents the opportunity to express themselves freely with no restriction. The findings of this study indicated that Chinese parents were in favor of school and family collaboration and were willing to work with teachers to foster better communication. However, they needed guidance and initiations from teachers and school administrators. It is concluded that parents could be more involved in creating a comprehensive school and family collaboration plan to help with children's development. This study comes in timely in response to the Chinese Central Government's call for promoting school and family relationship to enhance student learning. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01