Building Strong Parent-Teacher Relationships in Primary Education: The Challenge of Two-Way Communication

Autor/inn/en	Leenders, Hélène; de Jong, Johan; Monfrance, Mélanie; Haelermans, Carla
Titel	Building Strong Parent-Teacher Relationships in Primary Education: The Challenge of Two-Way Communication
Quelle	In: Cambridge Journal of Education, 49 (2019) 4, S.519-533 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leenders, Hélène)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2019.1566442
Schlagwörter	Parent Teacher Cooperation; Conferences (Gatherings); Special Schools; Special Education; Disadvantaged Schools; Elementary Schools; Interpersonal Communication; Parent Participation; Participative Decision Making; Teacher Attitudes; Foreign Countries; Elementary School Teachers; Netherlands + Suchen Sie Ihr Suchwort? Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Special school; Sonderschule; Special needs education; Sonderpädagogik; Sonderschulwesen; Elementary school; Grundschule; Volksschule; Interpersonale Kommunikation; Elternmitwirkung; Lehrerverhalten; Ausland; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Niederlande
Abstract	This study investigates which subjects teachers talk about with parents in parent--teacher conferences and other contact moments, and how they communicate with regard to these subjects. Fifty-five in-depth interviews were carried out with teachers from special education schools, at-risk schools serving low socio-economic status children and mainstream primary education schools in the southern part of the Netherlands. The results illustrate that (1) two-way communication is used the most in at-risk schools, (2) teachers find it difficult to involve parents in the decision-making process concerning special care for the child, and (3) the teachers' attitude towards parents is best when it comes to difficult discussion topics. When situations are really difficult, teachers stand alongside the parents instead of addressing them from their expert role, asking them 'How can we solve this together?'. Teachers should be more aware of this quality, and not be afraid to address difficult subjects or conflicts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01