Home-school relationships in one Russian school . A case study (original) (raw)
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School Community Journal, 2002
Home-school liaisons in Cyprus have not yet been systematically studied. This paper presents the main findings of a nation-wide questionnaire survey, which investigated the issue among teachers and families in Cyprus primary state schools. Teachers' and families' perspectives on how these relationships are currently implemented are identified, as well as their views on whether, and if so how, these liaisons need to be transformed.
Beyond the Fancy Cakes. Teachers' Relationship to Home- School Cooperation in a Study From Norway
The topic of this paper is the relationship between teachers and parents. Seen from teachers' point of view, relating with parents can sometimes be difficult, demanding and stressful. Relating with parents may therefore affect teachers' understanding and experiences of their own profession and may consequently affect teacher supply. The paper starts by exploring what has characterized the parent-teacher or parent-school relationship over time. As schools have opened up towards the surroundings and increasingly consumer oriented and demanding parents are setting the standards for the parent-teacher relation, this increases the pressure on the teaching professions. This leads us to ask how teachers experience the encounters with parents in school, and in this article, the relationship between teachers and parents is pursued, as viewed from the perspective of the teachers. How do teachers relate to home-school cooperation and how do they experience the interaction with parents? The analyses are based on data collected through qualitative interviews of contact teachers in lower secondary schools in Norway. Forty contact teachers (27 women and 13 men) from seven lower secondary schools in Norway were interviewed. A main result is that even though teachers acknowledge the importance of parental involvement and home-school cooperation, this part of their job is often deprioritized due to lack of time and resources.
The Family-School relationship in Europe: A Research Review
2012
The literature on research carried out in the field and parents\u2019 and teach- ers\u2019 declarations all point in the same direction: good collaboration be- tween home and school is useful to the child-student for his education and learning. Despite this, parent-teacher relationships in Europe (and elsewhere), from Spain to Sweden, from Ireland to Greece, and from Italy to the Czech Republic, represent an unresolved issue. This is a com- plex relationship that calls into play various social spheres: macro (so- cial), intermediary (institutional) and micro (relational); in fact, there are as many diverse realities as there are schools. In Europe, the relation- ship between individual behaviours (parents vs. teachers), social orien- tations (neoliberalism) and institutional frameworks (school markets) appears significant: scarce parental participation, lack of adequate forms of home-school communications, and the need to make investments in parent and teacher training. Nevertheless...
IHome-School Relationships in Primary Schools Parents' Perspectives
This paper presents the results from the second phase of a case study exploring home-school relationships in Cyprus based on parents' perspectives. Interviews with parents indicated that they understood that home-school co-operation might benefit children's attainments, emphasising the family's role in education and in formation of character. Parents confirmed that current home-school relationships were limited to parents' meetings and routine communication with teachers. Many parents however emphasised that the nature of homeschool relationships depended upon the teachers' approach and suggested that teachers should initiate more contact and increase the frequency of meetings. Some parents were also critical of other parents who were seen to create problems and not accept teachers' views. This suggested that improvement of home-school relationships would be challenging and could vary from a parent to parent. The relationship between school culture and orientation of the family to that culture is not straightforward and mediated implicitly through the child's social behaviour and academic achievement. The current situation in Cyprus suggests that school teachers bring two key constructs to home-school relations: one relates to children's conduct, character and manners; the other to learning, acquisition of knowledge and academic attainment. Where there are concerns about either of these, teachers regard it as the parents' responsibility to address them. Parents meanwhile acknowledge the dominant role of teachers in defining the homeschool relationship and accept that the nature of the relationship depends upon the parent as well as the teacher. However, they would welcome more opportunity to renegotiate this role.
The Family-School Relationships in Europe: A Research Review
Center for Educational Policy Studies Journal, 2012
The literature on research carried out in the field and parents’ and teachers’ declarations all point in the same direction: good collaboration between home and school is useful to the child-student for his education and learning. Despite this, parent-teacher relationships in Europe (and elsewhere), from Spain to Sweden, from Ireland to Greece, and from Italy to the Czech Republic, represent an unresolved issue. This is a complex relationship that calls into play various social spheres: macro (social), intermediary (institutional) and micro (relational); in fact, there are as many diverse realities as there are schools. In Europe, the relationshipbetween individual behaviours (parents vs. teachers), social orientations (neoliberalism) and institutional frameworks (school markets) appears significant: scarce parental participation, lack of adequate forms of home-school communications, and the need to make investments inparent and teacher training. Nevertheless, family and school are ...
The Report of Cooperation Between School and Family
European Journal of Education Studies, 2018
The purpose of this study is to provide a detailed analysis of parent-teacher-student communication relationships in school, as well as their importance during the educational process. The parent and the teacher are two partners that have the same goal in child education, having a mutual purpose. As such, they should cooperate, exchange information, discuss, and debate with each other. Both parties contribute to the development, growth, and advancement of the child. The parent the child's first teacher with a lifelong experience gained over the years; while the teacher is a professional educator who possesses a special preparation, training, and experience. He is a well-trained expert, trained on theoretical and practical scientific basis. They both know the child very well; first the parent and later the teacher also. Their knowledge must complement each other. They cannot be formal, general, and unified. Every child has his own individuality in development, formation, education, his psychological traits, his personality and dignity, and his social problems, and thus every child is a specific case. All children should be respected regardless of their gender, race, religion, and their needs. Integration into a new society requires maximum commitment of the whole society. Preparing the new generation to cope with the challenges of the unknown requires a reformed and quality education. An advanced and qualitative European-wide education is the main pillar of the empowerment of our new state. In this context, our society has seen the need for radical reforms in education at all levels. Reforms in education are focused on the whole society for the purpose of its progress.
Home-school relationships and cooperation between parents and supervisory teachers
Supervisory teachers are responsible for the home-school relationship in compulsory schools in Iceland. According to this study on parental involvement in compulsory schools, the practices in the relationship are systematic and regular, and quite similar to those in Denmark and Norway. Data was gathered using two online surveys, one for professional staff in 20 compulsory schools and another for parents of children in those same schools. Ninety percent of parents find communication with supervisory teachers to be easy. The ease of communication is related to overall satisfaction with the experience of school, which demonstrates the importance of the supervisory teachers' role. Cooperating with parents is more difficult for the supervisory teachers. Two-thirds of them said that they spend 2–4 hours per week cooperating with parents, and a major part of the cooperation is concerning individual students. The results show no difference in parental satisfaction with the cooperation in relation to the age of the child, but teachers use more time on cooperation about learning for the older students, which can indicate greater emphasis on learning and achievement. It should be considered to encourage teachers to spend more time on cooperating with the whole parent group, to increase direct contact with all parents and to be aware that parents can be vulnerable due to their child's special needs. In practice, parent participation and involvement must be encouraged in many different ways if the aim is a joint responsibility of student welfare and education.
2002
This paper presents findings from a nationwide survey of Cyprus' elementary school teachers and families regarding home-school liaisons. Data analysis reveals that both teachers and families feel that currently implemented practices linking home and school in Cyprus are restricted. At the same time, they express a need to modify their relationships, even though their suggestions still imply low levels of family involvement. Both parents and teachers agree on the utility of further informing families about general educational and pedagogical issues and on the importance of opening the class and the school to families in order to provide them with a first-hand view of the work done within the school. Families, however, prioritize receiving immediate and direct information about their own children, something that teachers do not appear willing to further pursue. The analysis also indicates that the nature and extent of family-school liaisons in Cyprus primary schools might differ according to a number of external variables relating to the school and teaching context, as well as to some demographic characteristics of teachers and families. Findings are discussed within the context of efforts to introduce innovation and change into Cyprus' educational system. (Contains 58 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document.