Literaturnachweis - Detailanzeige
Autor/inn/en | Urban, Michael; Meser, Kapriel; Werning, Rolf |
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Titel | Parental involvement in all-day special schools for learning disabilities. |
Quelle | Aus: Richter, Martina (Hrsg.); Andresen, Sabine (Hrsg.): The politicization of parenthood. Shifting private and public responsibilities in education and child rearing. Dordrecht u.a.: Springer (2012) S. 235-247
PDF als Volltext |
Reihe | Children's well-being: Indicators and research. 5 |
Beigaben | Tabellen |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Sammelwerksbeitrag |
ISBN | 94-007-2971-5; 978-94-007-2971-1; 978-94-007-2972-8 |
DOI | 10.1007/978-94-007-2972-8_18 |
Schlagwörter | Empirische Untersuchung; Interview; Beeinflussung; Familie; Familienleben; Eltern; Kind; Ganztagsbetreuung; Schule; Schulleiter; Elternmitwirkung; Ganztagsschule; Lehrer; Lernbehinderung; Migrationshintergrund; Sozialarbeiter; Behinderung; Alltag; Tagesablauf; Kooperation; Deutschland; Niedersachsen |
Abstract | In this chapter the authors survey the specific challenges facing special education and suggest that in many cases, professionals view the all-day school as providing a better family for the children (colonialization of the family lifeworld). Based on interviews with parents, they deliver highly informative analyses of how parents are addressed and how parental involvement is integrated into school activities and the self-image of professionals. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2014/1 |