Fostering Family-Teacher Partnerships: Principles in Practice

Autor/inn/en	Knight-McKenna, Mary; Hollingsworth, Heidi L.
Titel	Fostering Family-Teacher Partnerships: Principles in Practice
Quelle	In: Childhood Education, 92 (2016) 5, S.383-390 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2016.1226113
Schlagwörter	Partnerships in Education; Family School Relationship; Parent Teacher Cooperation; Educational Practices; Educational Principles; Service Learning; Student Projects; Early Childhood Education; Preservice Teacher Education; Preservice Teachers; Attitude Change; Student Teacher Attitudes; North Carolina + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Bildungspraxis; Bildungsprinzip; Service-Learning; Schulprojekt; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehramtsstudiengang; Lehrerausbildung; Attitudinal change; Einstellungsänderung
Abstract	Twenty-first century educators of young children need skills and dispositions for building partnerships with the families of all their students. Educators worldwide frequently teach children from families whose backgrounds, including socioeconomic status and home language, are different from their own. This article introduces 12 principles for fostering strengths-based partnerships with families and then describes a service-learning project in two early childhood teacher education courses in which university students implemented these principles as they worked to develop partnerships with families of young dual language learners. Students' written reflections on the service-learning project detailed their significant shifts in thinking regarding communication with the families and assumptions they held about them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01