Approaches to Building Teacher-Parent Cooperation

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 decisio...

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Autores principales:	Franc Cankar, Tomi Deutsch, Sonja Sentočnik
Formato:	article
Lenguaje:	EN
Publicado:	University of Ljubljana 2012
Materias:	parents primary school school-to-home communications teachers Education (General) L7-991
Acceso en línea:	https://doaj.org/article/ab221c4a12d34ae081718e0819f68e5e
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spelling	oai:doaj.org-article:ab221c4a12d34ae081718e0819f68e5e2021-11-22T10:38:34ZApproaches to Building Teacher-Parent Cooperation10.26529/cepsj.3941855-97192232-2647https://doaj.org/article/ab221c4a12d34ae081718e0819f68e5e2012-03-01T00:00:00Zhttps://www.cepsj.si/index.php/cepsj/article/view/394https://doaj.org/toc/1855-9719https://doaj.org/toc/2232-2647The 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.Franc CankarTomi DeutschSonja SentočnikUniversity of Ljubljanaarticleparentsprimary schoolschool-to-home communicationsteachersEducation (General)L7-991ENCenter for Educational Policy Studies Journal, Vol 2, Iss 1, Pp 35-55 (2012)
institution	DOAJ
collection	DOAJ
language	EN
topic	parents primary school school-to-home communications teachers Education (General) L7-991
spellingShingle	parents primary school school-to-home communications teachers Education (General) L7-991 Franc Cankar Tomi Deutsch Sonja Sentočnik Approaches to Building Teacher-Parent Cooperation
description	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.
format	article
author	Franc Cankar Tomi Deutsch Sonja Sentočnik
author_facet	Franc Cankar Tomi Deutsch Sonja Sentočnik
author_sort	Franc Cankar
title	Approaches to Building Teacher-Parent Cooperation
title_short	Approaches to Building Teacher-Parent Cooperation
title_full	Approaches to Building Teacher-Parent Cooperation
title_fullStr	Approaches to Building Teacher-Parent Cooperation
title_full_unstemmed	Approaches to Building Teacher-Parent Cooperation
title_sort	approaches to building teacher-parent cooperation
publisher	University of Ljubljana
publishDate	2012
url	https://doaj.org/article/ab221c4a12d34ae081718e0819f68e5e
work_keys_str_mv	AT franccankar approachestobuildingteacherparentcooperation AT tomideutsch approachestobuildingteacherparentcooperation AT sonjasentocnik approachestobuildingteacherparentcooperation
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Approaches to Building Teacher-Parent Cooperation

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