Parents' Perceptions of Parent-Teacher Relationship Practices in Dutch Primary Schools--An Exploratory Pilot Study

Autor/inn/en	Leenders, Hélène; Haelermans, Carla; de Jong, Johan; Monfrance, Mélanie
Titel	Parents' Perceptions of Parent-Teacher Relationship Practices in Dutch Primary Schools--An Exploratory Pilot Study
Quelle	In: Teachers and Teaching: Theory and Practice, 24 (2018) 6, S.719-743 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leenders, Hélène)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2018.1456420
Schlagwörter	Foreign Countries; Parent Attitudes; Parent Teacher Cooperation; Elementary School Teachers; Special Needs Students; Socioeconomic Status; Questionnaires; Special Schools; At Risk Students; Mainstreaming; Parent Participation; Educational Practices; Trust (Psychology); Congruence (Psychology); Interpersonal Communication; Volunteers; Home Study; Decision Making; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Elternverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sonderpädagogischer Förderbedarf; Socio-economic status; Sozioökonomischer Status; Fragebogen; Special school; Sonderschule; Elternmitwirkung; Bildungspraxis; Congruence; Psychology; Kongruenz; Psychologie; Interpersonale Kommunikation; Freiwilliger; Decision-making; Entscheidungsfindung; Niederlande
Abstract	This paper shows how parents' perceptions of parent-teacher relationship practices differ between different types of schools with respect to children's special needs and the socio-economic status of these children. Using a questionnaire, we compare parents' views from two special education schools, two at-risk schools serving low SES-children, and two mainstream primary education schools in the southern part of the Netherlands. The theoretical framework is based on Epstein's Model of Parental Involvement. The results illustrate that parents and teachers in special education and at-risk schools are very much accustomed to 'two-way communication', in contrast to mainstream schools, and that this is valued highly by these parents. Furthermore, teachers in special and at-risk schools are more familiar with interacting with parents, involve them more in decision-making and more often co-ordinate homework practice with parents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01