A Study on Family-School Cooperation Based on an Analysis of School Documentation

Autor/inn/en	Polovina, Nada; Stanisic, Jelena
Titel	A Study on Family-School Cooperation Based on an Analysis of School Documentation
Quelle	39 (2007) 1, S.115-133 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Student Behavior; Attendance Patterns; Child Development; Parents; Family School Relationship; Parent Teacher Cooperation; Foreign Countries; Elementary Schools; Parent Participation; Grades (Scholastic); Academic Achievement; Parent Influence; Parent Child Relationship; Serbia + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Kindesentwicklung; Eltern; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Ausland; Elementary school; Grundschule; Volksschule; Elternmitwirkung; Notenspiegel; Schulleistung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Serbien
Abstract	Family-school cooperation is a very complex process that can be studied at different levels in a number of different ways. This study has covered only some aspects of cooperation between parents and teachers, based on school documentation of a Belgrade elementary school. The study covered analyses of 60 Attendance Registers pertaining to 60 classes with 1289 students from Grade 1 through Grade 8 during an academic year. The unit of analysis included: parents attendance at PTA meetings and individual meetings between parents and teachers. In addition to the frequency of parents' visits to school, the relationship between such registered parents' visits and overall academic performance, grades in conduct, excused and unexcused absence from classes were also considered. The research findings indicated interference between development factors (attitude change in parent-child relationship and growing-up) and parents' informal "theory of critical grades" i.e. transitional processes in schooling. The findings confirmed that parents' individual visits to school were mainly meant to offer an excuse for the student's absence from school, while attendance at PTA meetings was linked to poor grades in conduct and missed classes (both excused and unexcused). The findings also showed that parents pursued visiting strategies which were pragmatic, less time-consuming and less emotionally draining ones. The closing part refers to discussions on practical use of the study and possible further research. (Contains 4 graphs.) [This article is the result of the project "Education for Knowledge-Based Society" No. 149001 (2006-2010), financially supported by the Ministry for Science and Environmental Protection of the Republic of Serbia.] (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10