Parental involvement in childhood education. Building effective school-family partnerships.

Autor/in	Hornby, Garry
Titel	Parental involvement in childhood education. Building effective school-family partnerships.
Quelle	Berlin u.a.: Springer (2011), XIV, 137 S. PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	1-441-98379-1; 978-1-441-98379-4; 978-1-4419-8378-7
DOI	10.1007/978-1-4419-8379-4
Schlagwörter	Kompetenz; Fallstudie; Einstellung (Psy); Kommunikation; Verhalten; Barbados; Eltern; England; Grundschule; Kind; Kommunikation; Kooperation; Lehrer; Modell; Neuseeland; Verhalten; Internationaler Vergleich; Fallstudie; Kompetenz; Elternarbeit; Elternabend; Hausbesuch; Eltern; Kind; Elternabend; Elternmitwirkung; Sekundarstufe I; Sekundarstufe II; Grundschule; Lehrer; Hausbesuch; Elternarbeit; Elternberatung; Internationaler Vergleich; Einflussfaktor; Kooperation; Modell; Jugendlicher; Barbados; England; Neuseeland
Abstract	Chapter one provides a rationale for the importance of parental involvement and acknowledges the gap between the rhetoric on parental involvement and the reality of its typical practice in schools. [...] Chapter two presents an explanatory model for understanding the various barriers to parental involvement that contribute to the gap between the rhetoric about it and the reality of its practice in schools. Factors related to children, parents and families, parent-teacher relationships, and societal issues are discussed. Chapter three outlines various approaches to working with parents and presents a model to guide the practice of parental involvement that addresses parents' needs and also their potential contributions. The model is also used to generate a checklist of questions that schools can employ to evaluate their practice of parental involvement to identify strengths and areas that need further development. Chapter four presents the findings of surveys of the practice of parent involvement in elementary schools in New Zealand, England, and Barbados. It highlights the wide diversity in the practice of parental involvement in the schools and identifies common weaknesses in provision for parental involvement in elementary schools. Chapter five presents the findings of surveys of the practice of parent involvement in middle and secondary schools in New Zealand, England, and Barbados. [...] Chapter six discusses the strategies for communication with parents that were found useful in schools surveyed about their practice of parental involvement, as reported in Chaps. 4 and 5. [...] Chapter seven outlines the interpersonal skills needed to work effectively with parents, including listening, assertion, and counseling skills, as well as the group leadership skills needed to work with groups of parents. Chapter eight emphasizes the role that psychologists, and other professionals who work with parents, can play in initiatives to improve parental involvement in the education of their children. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2011/4