Reconstructing Parents’ Meetings in Primary Schools: The Teacher as Expert, the Parent as Advocate and the Pupil as Self-Advocate

The efficacy of parents’ meetings in primary schools in the UK is an area in need of research. This article uses an approach informed by grounded theory to explore the experiences and satisfaction of parents, teachers and pupils regarding bi-annual meetings to discuss pupil progress. A two-phase app...

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Autor principal:	Gillian Inglis
Formato:	article
Lenguaje:	EN
Publicado:	University of Ljubljana 2012
Materias:	advocacy parents’ meetings parents’ evenings pupil participation Education (General) L7-991
Acceso en línea:	https://doaj.org/article/bea45d3d3e0744bfb6e10203fcc488cb
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spelling	oai:doaj.org-article:bea45d3d3e0744bfb6e10203fcc488cb2021-11-22T10:49:57ZReconstructing Parents’ Meetings in Primary Schools: The Teacher as Expert, the Parent as Advocate and the Pupil as Self-Advocate10.26529/cepsj.3961855-97192232-2647https://doaj.org/article/bea45d3d3e0744bfb6e10203fcc488cb2012-03-01T00:00:00Zhttps://www.cepsj.si/index.php/cepsj/article/view/396https://doaj.org/toc/1855-9719https://doaj.org/toc/2232-2647The efficacy of parents’ meetings in primary schools in the UK is an area in need of research. This article uses an approach informed by grounded theory to explore the experiences and satisfaction of parents, teachers and pupils regarding bi-annual meetings to discuss pupil progress. A two-phase approach was utilised, with diary-interviews with parents and teachers and group pupil interviews in Phase 1, followed by a parents’ questionnaire in Phase 2 derived from Phase 1 data. The findings from a doctoral study provide an overall more positive depiction of these meetings compared to existing research in the secondary sector. A model of the teacher as the expert and information-giver persists, but a consumerist ideology appears evident as parents seek to participate and advocate on behalf of their child. As parents become more proactive and teachers act to retain their professional authority, the interaction of the professional and advocate has excluded the perspective of the child. This leaves pupils in search of self-advocacy at meetings in which they are the object of discussion, but cannot be present. While pupils generally favour involvement, adults express a protectionist perspective on pupil exclusion with exceptional factors indicated as being the age of the child and the content of the meeting.Gillian InglisUniversity of Ljubljanaarticleadvocacyparents’ meetingsparents’ eveningspupil participationEducation (General)L7-991ENCenter for Educational Policy Studies Journal, Vol 2, Iss 1, Pp 83-103 (2012)
institution	DOAJ
collection	DOAJ
language	EN
topic	advocacy parents’ meetings parents’ evenings pupil participation Education (General) L7-991
spellingShingle	advocacy parents’ meetings parents’ evenings pupil participation Education (General) L7-991 Gillian Inglis Reconstructing Parents’ Meetings in Primary Schools: The Teacher as Expert, the Parent as Advocate and the Pupil as Self-Advocate
description	The efficacy of parents’ meetings in primary schools in the UK is an area in need of research. This article uses an approach informed by grounded theory to explore the experiences and satisfaction of parents, teachers and pupils regarding bi-annual meetings to discuss pupil progress. A two-phase approach was utilised, with diary-interviews with parents and teachers and group pupil interviews in Phase 1, followed by a parents’ questionnaire in Phase 2 derived from Phase 1 data. The findings from a doctoral study provide an overall more positive depiction of these meetings compared to existing research in the secondary sector. A model of the teacher as the expert and information-giver persists, but a consumerist ideology appears evident as parents seek to participate and advocate on behalf of their child. As parents become more proactive and teachers act to retain their professional authority, the interaction of the professional and advocate has excluded the perspective of the child. This leaves pupils in search of self-advocacy at meetings in which they are the object of discussion, but cannot be present. While pupils generally favour involvement, adults express a protectionist perspective on pupil exclusion with exceptional factors indicated as being the age of the child and the content of the meeting.
format	article
author	Gillian Inglis
author_facet	Gillian Inglis
author_sort	Gillian Inglis
title	Reconstructing Parents’ Meetings in Primary Schools: The Teacher as Expert, the Parent as Advocate and the Pupil as Self-Advocate
title_short	Reconstructing Parents’ Meetings in Primary Schools: The Teacher as Expert, the Parent as Advocate and the Pupil as Self-Advocate
title_full	Reconstructing Parents’ Meetings in Primary Schools: The Teacher as Expert, the Parent as Advocate and the Pupil as Self-Advocate
title_fullStr	Reconstructing Parents’ Meetings in Primary Schools: The Teacher as Expert, the Parent as Advocate and the Pupil as Self-Advocate
title_full_unstemmed	Reconstructing Parents’ Meetings in Primary Schools: The Teacher as Expert, the Parent as Advocate and the Pupil as Self-Advocate
title_sort	reconstructing parents’ meetings in primary schools: the teacher as expert, the parent as advocate and the pupil as self-advocate
publisher	University of Ljubljana
publishDate	2012
url	https://doaj.org/article/bea45d3d3e0744bfb6e10203fcc488cb
work_keys_str_mv	AT gillianinglis reconstructingparentsmeetingsinprimaryschoolstheteacherasexperttheparentasadvocateandthepupilasselfadvocate
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Reconstructing Parents’ Meetings in Primary Schools: The Teacher as Expert, the Parent as Advocate and the Pupil as Self-Advocate

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