How Open Is the Public School? On Cooperation between Teachers and Parents.

Autor/in	Krumm, Volker
Titel	How Open Is the Public School? On Cooperation between Teachers and Parents.
Quelle	(1989), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Cooperation; Elementary Secondary Education; Family School Relationship; Foreign Countries; Parent Influence; Parent Participation; Parent Role; Parent School Relationship; Parent Teacher Cooperation; Parents; Public Schools; School District Autonomy + Suchen Sie Ihr Suchwort? Co-operation; Kooperation; Ausland; Elternmitwirkung; Parental role; Elternrolle; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Eltern; Public school; Öffentliche Schule; School district; School districts; Autonomy; School autonomy; Schulautonomie
Abstract	The degree to which schools cooperate with parents on the individual child level is investigated in this paper. The first chapter reviews the literature of empirical data and concludes that teachers and parents generally limit cooperation to obligatory rituals. The second chapter examines the extent to which pedagogical reasons enhance cooperation and argues that optimal school performance can only be achieved through cooperation. In the last chapter three types of conditions hindering cooperation are identified: structural, subjective, and training. The most effective way to increase parent-teacher cooperation is through a restructuring of the power imbalance between the two groups. Balance of power is most effectively achieved in private, free, or alternative schools, which provide the best examples of pedagogical parent-teacher cooperation. Appendices include a summary of empirical data and a model for parent-teacher interaction. (30 references) (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01