A framework for school-family collaboration integrating some relevant factors and processes

Deslandes, Rollande

doi:10.17811/rifie.48.1.2019.11-18

Cited by 18 publications

(25 citation statements)

References 17 publications

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“…The involvement of families and external actors was also essential for the implementation of the project, and it produced motivation and an atmosphere of full confidence. The students were aware that it would have been impossible for them to undertake the experience individually, and they were very satisfied with the levels of collaboration (Deslandes, 2019;Lam, Wing, & Choy, 2010).…”

Section: Discussionmentioning

confidence: 99%

Project-based learning in the classroom: a case study at High school level

et al. 2020

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This research presents the results of a case study that analyses the Solidarity Atocha project, which was implemented at a school in Madrid, Spain, and in which 114 first-year High school students participated. The main objective of this study is to analyse the experience of students that participated in the Solidarity Atocha project and to understand how they evaluated it and how satisfied they were with it. The method applied in this case study is a mixed one that used both qualitative and quantitative techniques. A semantic differential and a semi-structured interview were used to collect data. In general, the results obtained reveal a very positive evaluation from the students, mainly in terms of teamwork and the use of digital tools. However, they encountered some difficulties with regard to the time spent on the project and to guidance provided as they worked on it. Inferential analyses show significant differences between the team groups.

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Section: Discussionmentioning

confidence: 99%

Project-based learning in the classroom: a case study at High school level

et al. 2020

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“…In addition, multiple theoretical models of school-family relationships (Auerbach, 2010;Bryan & Henry, 2012;Cunningham & Davis, 1985;Dale, 1996;Deslandes, 2019;Hornby, 2011;Lueder, 2000;Swap, 1993) have been defined, based on different sets of assumptions regarding the goals of, and strategies and approaches for, establishing a school-family relationship, and also the understanding of school and teachers' roles (see Table 1).…”

Section: Literature Reviewmentioning

confidence: 99%

School Staff and Parents’ Beliefs About the Role of School for Pupils’ Character Education in Latvia

Surikova¹,

González²

2021

Human, Technologies and Quality of Education, 2021

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This paper presents a mixed-method research aimed at identifying how school and teachers’ role for character education at school is understood in Latvia. The theoretical framework of the study is based on the principles of virtue ethics. The viewpoints of 1116 respondents (parents, teachers, and school leaders) from all five regions of Latvia were collected in 2018-2020, using two questionnaires containing closed and open questions. The results provided new insights into how parents and school staff perceived the role of the school and the teachers in pupils’ value and virtue education in Latvia. Schools should promote pupils’ character development alongside academic excellence, but, while teachers should encourage good morals and values in pupils, using both ‘caught’ and taught’ strategies, the main responsibility for children moral growth is on parents and families, not on teachers and the school. The majority of both school staff and parents were favourable to a shared responsibility and collaboration between school and family to promote character education inside and outside of the classroom.

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“…La familia ha evolucionado a la par que el resto de la sociedad en cuanto a nuevos modelos familiares -nuclear, monoparental, familia extensa, reconstituida, etc.- (Cuero, Gutiérrez e Infante, 2015;Deslandes, 2019) o funciones que desempeñan, destacando entre ellas la socialización.…”

Section: Los Estilos Parentalesunclassified

Prácticas educativas familiares y mediación parental vs dispositivos móviles e Internet

Ramírez-García¹,

Gómez-Moreno²

2020

AULA_ABIERTA

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Las prácticas educativas familiares han cambiado fruto de una sociedad digitalizada, especialmente las estrategias de mediación aplicadas por los progenitores respecto al uso y consumo de dispositivos móviles en el hogar. La investigación de carácter cuantitativo utilizó como instrumentos de recogida de información los cuestionarios s EMBU-C y EU Kids online II, aplicándose a 180 escolares de 5º y 6º curso de Educación Primaria. Los resultados evidencian una práctica familiar basada en la calidez emocional y en la protección del menor, así como una implementación mayoritaria de estrategias de mediación activas en el uso y consumo de dispositivos móviles. En conclusión, es necesario sistematizar las distintas clasificaciones existentes sobre mediación parental, no solo para identificar cuáles son las más empleadas, sino también para determinar las más eficaces en relación a la educación mediática en el hogar.Palabras clave: internet; mediación parental; prácticas parentales; dispositivos móviles; educación mediática

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A framework for school-family collaboration integrating some relevant factors and processes

Cited by 18 publications

References 17 publications

Project-based learning in the classroom: a case study at High school level

Project-based learning in the classroom: a case study at High school level

School Staff and Parents’ Beliefs About the Role of School for Pupils’ Character Education in Latvia

Prácticas educativas familiares y mediación parental vs dispositivos móviles e Internet

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