Building Bridges in Teacher Education: Creating Partnerships With Parents

Murray, Mary; Mereoiu, Mariana; Handyside, Lisa M.

doi:10.1080/08878730.2013.795636

Cited by 21 publications

(5 citation statements)

References 26 publications

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“…The teacher-parent relationship, for example, is more complex (Keyes, 2002) than the teacher-student relationship. For decades research in home-school interactions has been attempted to establish relationship grounds between home and school (Fiore, 2001;Murray et al, 2008Murray et al, , 2013Epstein, 2010) yet variations still exist. Parents have been perceived as uneducated or uncaring (Murray et al, 2008) in such a manner that their relationship with teachers and schools is treated at the clientele level.…”

Section: Discussionmentioning

confidence: 99%

“…On the other hand, researchers establish that a partnershiplike relationship referred to as the family-professional collaborative relationship between educators and parents fosters their engagement and trust (Dirks and Ferrin, 2001;Murray et al, 2013). A partnership is built through practices such as establishing trust, stable relations, mutual respect and understanding, reciprocal communication, involvement in decision making, and efforts to use the school as a communal center (Henderson and Mapp, 2002).…”

Section: Discussionmentioning

confidence: 99%

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Conceptualization and Measurement of Trust in Home–School Contexts: A Scoping Review

2021

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Objective and Method: This review unravels the complexity of trust in home–school contexts across the globe by drawing on 79 peer-reviewed quantitative empirical studies spanning over two decades (2000–2020). The goal is to refocus attention on how trust has been defined and operationalized in recent scholarship.Findings: The findings reveal four essential pillars in the conceptualization of trust: the trustor’s propensity to trust, shared goals, the trustor–trustee relationship, and the trustee’s trustworthiness. However, the operationalization of trust in existing measures does not fully capture these essential pillars, as it is mainly based on trustee characteristics of benevolence, reliability, openness, competence, and honesty rather than on the trustor’s actual trust behavior.Conclusion: Most “trust studies” are essentially measuring trustworthiness and not the purported trust. Therefore, a shift in the conceptualization and measurement of trust is proposed. The review contributes to the understanding and assessment of home–school and workplace relationships.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Conceptualization and Measurement of Trust in Home–School Contexts: A Scoping Review

2021

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“…Many of the young people undergoing this transition rely on professional support, as do their parents or guardians. Cooperation between all those involved in the process is essential for successful transition planning (Bacon & Causton-Theoharis, 2013;Hetherington et al, 2010;Landmark et al, 2007;Murray et al, 2013). There is a need for research into inclusive educational transitions, and more specifically that of youths with disabilities.…”

Section: Introductionmentioning

confidence: 99%

Participative Cooperation During Educational Transition: Experiences of Young People With Disabilities in Austria

Fasching

Felbermayr²

2022

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The results of international research studies show that early and careful planning, preparation, and implementation can contribute significantly to a successful transition from compulsory education to vocational training and employment. One key aspect in this respect is participative cooperation (i.e., involvement and active participation in the planning process), above all of the youths with disabilities themselves as the target group, but also of their parents. The project Cooperation for Inclusion in Educational Transitions of the Austrian Science Fund is the first Austrian project conducting research into participative cooperation. It aims to find out about and analyse the experiences of cooperation of youths with disabilities and their parents with professionals during the period of transition from education to vocational training and employment. Based on qualitative, longitudinal data material from the project, the present article illustrates the experiences of participative cooperation of the youths with disabilities who participated in the project along with their parents. Our main aim is to show the experiences reported by the interviewed youths and their parents concerning cooperation during the period of transition from education to employment. An additional goal is to provide impulses to improve the planning of vocational transition from education to employment in relation to the inclusion of youths with disabilities.

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“…Families of children with disabilities are uniquely knowledgeable about their own children (Bourke-Taylor et al, 2018;Davern, 1999;Murray et al, 2013). Although there is a body of research regarding the importance of families to their children's education and the services they receive, little research has been conducted on their perspectives about the preparation of pre-service or in-service teachers in college or university settings.…”

Section: Introductionmentioning

confidence: 99%

Families of children with disabilities helping inform early childhood education

Swart

Muharib

Godfrey-Hurrell

et al. 2021

JCS

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Purpose This paper aims to survey and interview parents of young children with disabilities to document their perspectives on what professionals working with their children need to know. Rather than comparing opinions over time or as part of an outcome study, this paper met with participants at a single point in time for a conversation addressing two questions with implications for training, program development and continuing research, namely, to what extent do families believe the Advancing Community College Efforts in Paraprofessional Training (ACCEPT) standards and topics are important to include in educational programs preparing professionals to work with young children with disabilities in inclusive settings (survey)? How satisfied or dissatisfied are families with the practices of early childhood educators working with their children with disabilities in inclusive and other settings (focus group)? What knowledge and skills do families recommend are important for the preparation of early childhood educators working with children with disabilities in inclusive and other settings (focus group)? Design/methodology/approach An exploratory design was used to gather information for use in future research and program development and research efforts. Descriptive statistics were compiled for the survey data and focus group interviews were content-analyzed for themes consistent with the project’s eight standards and topics. Findings Analyzes of survey and focus group interview data indicated that parents/caregivers held consistent views about information and skills needed to prepare teachers and others to work with children with disabilities in inclusive settings. Parents/caregivers were asked to complete a brief survey prioritizing the importance of the eight ACCEPT standards and topics when preparing early childhood educators for working with children with disabilities in inclusive settings. They all (n = 21) rated each standard and topic as “very important” (4) and provided 184 comments during follow-up interviews that represented positive examples, negative examples and recommendations distributed across the eight focusing standards. Originality/value This research identified the need for educators to understand the high value and importance of communication with parents of children with disabilities. This study further suggests the need for teachers to value each child’s individual needs and differences for their relationships with children and families to thrive.

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Building Bridges in Teacher Education: Creating Partnerships With Parents

Cited by 21 publications

References 26 publications

Conceptualization and Measurement of Trust in Home–School Contexts: A Scoping Review

Conceptualization and Measurement of Trust in Home–School Contexts: A Scoping Review

Participative Cooperation During Educational Transition: Experiences of Young People With Disabilities in Austria

Families of children with disabilities helping inform early childhood education

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