Asking, listening, and learning: Toward a more thorough method of inquiry in home–school relations

Kroeger, Janice; Lash, Martha

doi:10.1016/j.tate.2010.08.010

Cited by 44 publications

(23 citation statements)

References 25 publications

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“…Hoover-Dempsey et al 2002;Hornby and Lafaele 2011;Kroeger and Lash 2011). In this study, these aspects were hardly ever mentioned in the focus groups, nor did they show up in the formal curricula.…”

Section: Conclusion and Discussioncontrasting

confidence: 53%

“…For example, in courses about general competencies these elements concerned teachers' ability to communicate with parents in order to inform them about their child or the school programme. There were no references made to partnerships with parents (Epstein [2001(Epstein [ ] 2011 or to the power relations Kroeger and Lash (2011) describe.…”

Section: Discussionmentioning

confidence: 99%

“…In fact candidates and educators requested even more training of communication skills, role playing and field experiences with opportunities to meet parents. Adding only more communication training and encounters with parents, however, is not sufficient for adequate preparation (Kroeger and Lash 2011). Secondly, another limited concept is expressed by secondary respondents emphasising that FSP is above all meant for primary education.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Willemse, Lunenberg, and Korthagen (2008) argue that educators express their personal values and opinions in their teaching. The language used in lectures referring to parents affects the attitudes and assumptions of their students as much as the content of the curriculum, or even more (Kroeger and Lash 2011). If educators merely talk about 'difficult parents', they implicitly teach that parents are a problem, thus contributing to a negative attitude towards FSP on the part of candidates.…”

Section: Educatorsmentioning

confidence: 99%

“…In many countries including the USA, the Netherlands and Belgium, collaborating with parents is a legally required competency. For example, in the USA, the No Child Left Behind Act (2002) 'requires schools to organise and implement programmes and practices to involve families in their children's education' (Epstein and Sanders 2006, 82;Kroeger and Lash 2011;Evans 2013). More than a decade ago, scholars argued that developing productive relationships with families is part of a teacher's professional role; however, creating family-school partnerships (FSP) is challenging for teachers (Hargreaves 2000).…”

mentioning

confidence: 99%

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Preparing teacher candidates for family–school partnerships

Bruïne

Willemse

D’Haem

et al. 2014

European Journal of Teacher Education

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Previous research indicates that, while parent involvement promotes student achievement, how teacher candidates are prepared to establish family-school partnerships (FSP) is not well documented and the roles of teacher educators are often neglected. Explorative studies including curriculum analysis and focus groups of primary and secondary teacher candidates and teacher educators were conducted in three universities, one each in the Netherlands, Belgium and the USA. Data collection was designed to identify opinions towards FSP and perceived preparation for FSP. The programmes showed limited attention to aspects other than communication and FSP was not assessed. The findings indicate training is largely dependent upon the proclivities of individual teacher educators. Although all respondents acknowledged the importance of FSP, respondents of primary education held a more positive attitude towards parents than others. Hardly any differences were found between the views of candidates and educators, regardless of the programme they followed or taught.

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Section: Conclusion and Discussioncontrasting

confidence: 53%

Section: Discussionmentioning

confidence: 99%

Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Educatorsmentioning

confidence: 99%

mentioning

confidence: 99%

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Preparing teacher candidates for family–school partnerships

Bruïne

Willemse

D’Haem

et al. 2014

European Journal of Teacher Education

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Including families in the implementation of school‐wide positive behavioral interventions and support: Dutch administrators and SWPBIS‐leadership team experiences

Willemse,

Nelen,

Blonk

2024

Psychology in the Schools

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Despite the fact that research shows that collaboration between families and schools contribute to academic achievement, social‐emotional development and sense of well‐being of students, many schools struggle to establish family‐school partnerships. The current study explores keys to success and challenges in engaging families to the design and implementation of School Wide Positive Behavioral Interventions and Supports (SWPBIS). In a two‐step systematic assessment, consisting of an online survey (n = 27 participants) and five focus group interviews with administrators and members of SWPBIS leadership teams in schools for primary education (n = 15 participants), we found that all 27 participating schools considered partnerships and communication with parents important. However, most participating schools did not have a policy or strategic planning for engaging families, nor did they systematically evaluate their actions. Schools used one‐way approaches of communicating with parents and found it hard to adapt their communication to a diverse population of new parents and parents already familiar with SWPBIS. Schools did not communicate about what was achieved by implementing SWPBIS in their school. Including families in the SWPBIS leadership team was often considered challenging. Input from families on SWPBIS was not collected, nor did schools gather information about family's needs, (cultural) backgrounds to develop strategies for engaging families. Further research on actual school practices in engaging families is recommended.

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Portals of Promise

Pushor¹

2013

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Asking, listening, and learning: Toward a more thorough method of inquiry in home–school relations

Cited by 44 publications

References 25 publications

Preparing teacher candidates for family–school partnerships

Preparing teacher candidates for family–school partnerships

Including families in the implementation of school‐wide positive behavioral interventions and support: Dutch administrators and SWPBIS‐leadership team experiences

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