Alleviating barriers to family involvement in education: The role of teacher education

Morris, Vivian Gunn; Taylor, Satomi Izumi

doi:10.1016/s0742-051x(97)00037-1

Cited by 58 publications

(38 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Research has shown that many teachers do not possess the knowledge, attitudes and skills needed to collaborate effectively with families from diverse backgrounds (de Acosta, 1996;Morris & Taylor, 1998). Teacher training courses or teacher preparation programmes on the subject of family involvement in school education are needed.…”

Section: Discussionmentioning

confidence: 99%

“…Teacher training courses or teacher preparation programmes on the subject of family involvement in school education are needed. A limited number of studies showed the positive effects of teacher training on the students' perceptions of their comfort and competence levels in planning and implementing family involvement programmes and in working with families in general (Morris & Taylor, 1998;Katz & Bauch, 1999).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Supporting the educational career of children from divorced families: parents' experiences and the role of the school

Colpin

Vandemeulebroecke²,

Ghesquière³

2004

British Journal of Sociology of Education

View full text Add to dashboard Cite

This study investigated experiences and needs concerning (supporting) children's school career among parents in divorced lone-parent and stepfamilies. Forty custodial parents from a variety of divorced family situations responded to an in-depth interview. The interview data were analysed using qualitative methods. The results show a variety of experiences and needs for support among different families. In general, a respectful attitude from the school, a¯exible way of handling the diversity of family situations and teachers' commitment to the psychosocial well-being of the child are essential tools in supporting children and promoting parental involvement and support. It is suggested that these measures be optimally realized within the context of an integrated school policy concerning the relationship with the family.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Supporting the educational career of children from divorced families: parents' experiences and the role of the school

Colpin

Vandemeulebroecke²,

Ghesquière³

2004

British Journal of Sociology of Education

View full text Add to dashboard Cite

show abstract

“…Indeed, the increase in the number of families experiencing poverty in our society in combination with reductions in formal education funding make it imperative that educators of tomorrow know how to collaborate across disciplines in order to mobilize and merge diminishing resources and maximize social and human capital (Lopez, Kreider, & Coffman, 2005). A final recommendation is to encourage new educators to become lifelong learners who seek to continually develop their knowledge and practice of successful school-family-community partnerships (Epstein & Sanders, 2006;Morris & Taylor, 1998). The results of this and previous research indicate that current practitioners in the field are largely unaware of contemporary evidence-based familyschool partnering practices (Harvard Family Research Project, 2010a;Wright et al, 2000).…”

Section: Recommendationsmentioning

confidence: 99%

Preparing educators to partner with families

et al. 2013

View full text Add to dashboard Cite

The present study focuses on current efforts underway in one western US state to prepare educators' for meaningful participation with families. Directors and faculty from 43 accredited Institutions of Higher Education (IHEs) preparing pre-service teachers, administrators, and student support personnel were asked to complete an online survey regarding current family-school partnering coursework, practice requirements, and resources. Responses were obtained from 63% of the identified programs. Similar to prior studies, our results indicate that current course offerings and field practice requirements may not match prevailing views regarding the need for and importance of family engagement in promoting student success. Specific recommendations include refocusing coursework, providing alternative field experiences, offering interdisciplinary coursework and projects, and developing ongoing avenues for continued professional development to improve the preparation of future educators to partner with families.

show abstract

“…Yet, research has shown that the most effective professional development activities for teachers are those that combine theory, modeling, practice, and coaching for application (Joyce, Weil, & Showers, 1995;Morris & Taylor, 1998) because they provide pre-service teachers with procedural knowledge concerning effective parent communication (Berliner, 1991).…”

Section: Teaching Education 183mentioning

confidence: 99%

How is my child doing?: Preparing pre-service teachers to engage parents through assessment

Mehlig

Shumow

2013

Teaching Education

View full text Add to dashboard Cite

The aim of this study was to help pre-service teachers develop basic knowledge and skill for partnering with families on assessment-related issues. An assessment class for teacher educators (experimental group) participated in role-playing activities designed to expand their understanding and skill in a way that would help them learn how to partner with parents. Role playing included situations related to student assessment. A pre-post measure design was used to test whether the experimental group improved relative to another section (control group) of the assessment class that did not participate in the role-playing activities. Results indicated that participants in the experimental group gained more knowledge about parental engagement and communicating with parents than the control group. Coding and analysis of the students' role-playing assignments demonstrated that most students gained valuable skills in working with parents on assessment issues, and students in the experimental group endorsed the roleplaying activities as valuable for their education as teachers. Results are discussed in terms of possible contributors to the change and of implications for teacher education.

show abstract

Alleviating barriers to family involvement in education: The role of teacher education

Cited by 58 publications

References 7 publications

Supporting the educational career of children from divorced families: parents' experiences and the role of the school

Supporting the educational career of children from divorced families: parents' experiences and the role of the school

Preparing educators to partner with families

How is my child doing?: Preparing pre-service teachers to engage parents through assessment

Contact Info

Product

Resources

About