Understanding Teacher-Parent Relationships for Improving Pre-Primary Schools in Cyprus

Autor/inn/en	Angelides, Panayiotis; Theophanous, Louiza; Leigh, James
Titel	Understanding Teacher-Parent Relationships for Improving Pre-Primary Schools in Cyprus
Quelle	In: Educational Review, 58 (2006) 3, S.303-316 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
Schlagwörter	Parent Teacher Cooperation; Parent School Relationship; Parent Participation; Foreign Countries; Qualitative Research; Teacher Attitudes; Parent Attitudes; Change Strategies; Effective Schools Research; Kindergarten; Case Studies; Cyprus + Suchen Sie Ihr Suchwort? Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Elternmitwirkung; Ausland; Qualitative Forschung; Lehrerverhalten; Elternverhalten; Lösungsstrategie; Schulforschung; Case study; Fallstudie; Case Study; Zypern
Abstract	In recent years we have seen significant changes in the attitudes of teachers and parents towards their relationships with each other, as well as changes in their perceptions for certain practices, and the degree of involvement and participation of parents in schooling. In this paper, we investigate, in depth, the relationships of pre-primary school teachers with parents in two pre-primary schools in Cyprus. Using qualitative data, we try to understand the relationships of schools with families, attempting to draw conclusions that might be helpful for schools to develop better practices for including parents in their processes. To conclude we present suggestions for improving the current practices of teachers, regarding their relationships with parents, to encourage schools to include parents in their activities. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10