Das Leben der Eltern ist das Buch, in dem (nicht nur) die Kinder lesen – Elternarbeit als Risiko und Chance in der Sozialen Arbeit

Noerr, Annelinde Eggert-Schmid

doi:10.1007/978-3-658-09126-2_11

Cited by 3 publications

(2 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While collaboration between teachers and parents within the school environment is well received, the same cannot be said for students' participation in the process of school-family collaboration [7]. Several authors have pointed out that students are often excluded from the development of the parent-teacher relationship and that they should be given the opportunity to be actively involved in any decisions that concern them [18], [40], [51]. This poses an obstacle to students' participation, collaboration and optimal development [51].…”

Section: Family-school Collaborationmentioning

confidence: 99%

Active Involvement in Home-School Collaboration and its Impact on Student Motivation – the Slovenian Experience

Ekart

Perše

2023

TEM Journal

View full text Add to dashboard Cite

Research suggests that home-school collaboration is successful when it involves all elements of the parent-teacher-student triangle. However, Slovenian schools do not practice three-way conferences, since students, who are a crucial part of the collaboration, are often excluded from the process. This paper presents the results of a study conducted in two classes of Year 4 (9 Years old students) at a Slovenian primary school (experimental and control group). The study focused on identifying the effect of involving students in parent-teacher collaboration through three-way conferences. The findings revealed that these conferences contributed to the improved level of student motivation to do schoolwork.

show abstract

Section: Family-school Collaborationmentioning

confidence: 99%

Active Involvement in Home-School Collaboration and its Impact on Student Motivation – the Slovenian Experience

Ekart

Perše

2023

TEM Journal

View full text Add to dashboard Cite

show abstract

“…The concept of parents as "actors" in the educational context is increasingly becoming a topic in Switzerland's educational policies and pedagogical discourse (cf. Ditton, 2009;Eggert-Schmid Noerr, 2011;Wild & Lorenz, 2010). The relationship of school and parents is influenced, Correspondence concerning this article should be addressed to Jürgen Lehmann, Pädagogische Hochschule der FHNW, e-mail: juergen.lehmann@fhnw.ch problematised and re-shaped by many societal and organisational factors, as well as by educational policies.…”

Section: Introductionmentioning

confidence: 99%

“Collaboration with parents isn’t a burden. It’s just a natural part of my work.” - Parental Involvement in Switzerland – An Analysis of Attitudes and Practices of Swiss Primary School Teachers

Egger,

Lehmann,

Straumann

2023

IJPE

View full text Add to dashboard Cite

The subject of home-school relationship is normatively charged and has increasingly become the focal point of pedagogical discourse in the past years. The article reports results of the project “Home-School Cooperation”, which was supported by the Swiss National Science Foundation. This qualitative study examines, how teachers shape their interaction with parents. The main research question is, which habitualised background convictions guide the interaction of teachers with parents. The data was collected in 10 Swiss primary schools. 39 interviews with teachers and headmasters were transcribed for case reconstructions. They were analysed using sequence analysis according to the method of objective hermeneutics (Oevermann, 2000, 2002a) and interpreted in the tradition of the “Deutungsmusteranalyse” (analyses of patterns of interpretation) (Dewe, 1984). We refer to Oevermann’s theory of professionalisation (Oevermann, 1996, 2002b). Main results are: Teacher–parent cooperation differs as follows: active vs. passive focus on action; dominant client focus; the way the school’s interests is enforced on parents. Teachers show three different interpretations on school–family relationship. “Schools and families as unconnected agents of socialization”; “schools and families as disparate actors of socialization” and “cooperation as a partnership in a professionalised work alliance”. Moreover, seven super-individually interaction patterns can be reconstructed.

show abstract

Rechtsgutachten über die Anforderungen für Rückführungen insbesondere von Gefährdern in Länder mit schlechter Sicherheitslage und verbreiteten Menschenrechtsverletzungen (Expert Opinion on Legal Requirements for the Return of Persons Posing a Threat to Public Security to Countries With a Critical Security Situation and Widespread Human Rights Violations for the Ministry for Children, Families, Refugees and Migrant Integration of the State of North Rhine Westphalia).

Thym

2020

SSRN Journal

View full text Add to dashboard Cite

Das Leben der Eltern ist das Buch, in dem (nicht nur) die Kinder lesen – Elternarbeit als Risiko und Chance in der Sozialen Arbeit

Cited by 3 publications

References 2 publications

Active Involvement in Home-School Collaboration and its Impact on Student Motivation – the Slovenian Experience

Active Involvement in Home-School Collaboration and its Impact on Student Motivation – the Slovenian Experience

“Collaboration with parents isn’t a burden. It’s just a natural part of my work.” - Parental Involvement in Switzerland – An Analysis of Attitudes and Practices of Swiss Primary School Teachers

Contact Info

Product

Resources

About