Bridging the Gap: Practices of Collaboration between Home and the Junior School.

Autor/inn/en	Parr, Judy; und weitere
Titel	Bridging the Gap: Practices of Collaboration between Home and the Junior School.
Quelle	(1991), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cooperation; Curriculum Design; Decision Making; Educational Benefits; Elementary Education; Family School Relationship; Foreign Countries; Interviews; Parent Attitudes; Parent Participation; Parent Role; Parent School Relationship; Parents as Teachers; Principals; School Culture; School Effectiveness; Secondary Education; Teacher Attitudes; New Zealand + Suchen Sie Ihr Suchwort? Co-operation; Kooperation; Lehrplangestaltung; Decision-making; Entscheidungsfindung; Bildungsertrag; Elementarunterricht; Ausland; Interviewing; Interviewtechnik; Elternverhalten; Elternmitwirkung; Parental role; Elternrolle; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Principal; Schulleiter; Schulkultur; Schulleben; Schuleffizienz; Sekundarbereich; Lehrerverhalten; Neuseeland
Abstract	This study examines the manner in which primary schools, particularly at the school entry level, negotiate the process of parent-school collaboration in New Zealand. Parents' and professionals' attitudes about what parent roles are appropriate are also studied. The study describes the present range and levels of contact, and the amount of effort expended in the development of home-school relations. Parents and teachers from primary and secondary school in Auckland were interviewed concerning their beliefs about: (1) parent role; (2) involvement in discussions and decisions concerning curriculum, pedagogy, rules, and discipline; (3) the nature and importance of home-school contact; and (4) school visits and the procedure for parent-teacher contact. The data suggest that elementary classroom teachers have an open door policy. More elementary teachers perceive contact as direct than teachers at any other level of schooling. Nearly all the parents of elementary school children see direct contact with the classroom teacher as the norm. However, parents do not seem to be regarded by professionals as anything close to equal partners. Parents are not considered by others or themselves to be alternate teachers. Yet the importance of the home in literacy learning is widely acknowledged. Teachers are considered experts, and this contrasts with parents who are seen as having little to offer to discussions of curriculum or pedagogy. Appended are 19 references. (GLR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC