‘<i>We</i>are the professionals’: a study of teachers’ views on parental involvement in school

Bæck, Unn‐Doris Karlsen

doi:10.1080/01425691003700565

Cited by 79 publications

(59 citation statements)

References 15 publications

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“…One such setting was case site 1 where limited parental involvement occurred because of a lack of democratisation of parent–teacher conference process and the discontinuation of programmes, which facilitated parent–child interaction. This finding is consistent with others at the international level (Bæck, ; Peterson ), which suggests that it is more common to find a hierarchical relationship between parents and teachers (Murray, Curran and Zellers, ), where parents only play supportive roles in their children's education. Within the context of special education, this is problematic because parents are the purveyors of key information about their children and their educational success is dependent on a good working partnership between parents and teachers.…”

Section: Discussionsupporting

confidence: 90%

“…This study also found that parents' educational and social backgrounds influenced their levels of involvement in schools in Greece. Another European study by Bæck () in Norway found that teachers exerted a powerful influence over parents' involvement at school, relegating parents' status to only that of a supporter.…”

Section: Teachers Perspectives Of Parental Involvementmentioning

confidence: 99%

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Understanding teachers' perspectives of factors that influence parental involvement practices in special education in Barbados

Blackman

Mahon

2014

Research in Spec Educ Needs

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Parental involvement has been defined in various ways by researchers and is reported to have many advantages for children's education. The research utilises a case study strategy to investigate teachers' perspectives of parental involvement at four case sites in Barbados. In‐depth interviews were done with teachers and analysis utilised content analysis of transcripts and open and axial coding frameworks. Findings suggest that one needs to understand the layered realities that dictate and influence the nature and level of parental participation in children's education. In‐school factors such as a lack of democratisation of parent consultation processes, discontinuation of programmes, how active Parent Teacher Associations were and out‐of‐school factors such as parents' levels of collaboration and coping influenced parental involvement at the case sites. More research is needed to understand how these factors shape and influence parental involvement in special education settings in Barbados.

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Section: Discussionsupporting

confidence: 90%

Section: Teachers Perspectives Of Parental Involvementmentioning

confidence: 99%

Understanding teachers' perspectives of factors that influence parental involvement practices in special education in Barbados

Blackman

Mahon

2014

Research in Spec Educ Needs

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“…However, some critical research has questioned whether cooperation is beneficial for everyone involved (Crozier, 2000;Markström, 2013aMarkström, , 2013cOsgood, 2012;Vincent & Ball, 2006). For example, inequalities in economic or ethnic background have been indicated as problematic in cooperation between home and school (Baeck, 2010;Bouakaz & Persson, 2007;Englund, 2010;Osgood, 2012).…”

Section: Previous Researchmentioning

confidence: 99%

Introduction to preschool: strategies for managing the gap between home and preschool

Markström

Simonsson

2017

Nordic Journal of Studies in Educational Policy

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“…The sample of the study agrees with the views of their colleagues abroad about the role of different expectations of parents and teachers in the transition process. Communicating their differences in their goals and expectations for school and children will contribute to the success of children in primary school [2,12,24,27]. Parents experience a change in their roles and expectations when their children move from kindergarten to elementary school.…”

Section: Discussionmentioning

confidence: 99%

“…The foundation for good parent and teacher relationships is frequent and open communication, mutual respect, and a clear understanding of what is best for each child [23]. Communication is enhanced when parents and teachers are aware of their values, opinions, and expectations; their perceptions about children; and the values they attribute to education [24,25].…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Views on the Participation of Parents in the Transition of their Children from Kindergarten to Primary School

Besi

Sakellariou

2019

Behavioral Sciences

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Internationally, a great number of researchers have pointed out the significance of school–family relationship in the process of children’s transition to primary schools. However, only recently has it been a subject of research in Greece. The purpose of this particular research, which has a sample of 1602 pre-primary and primary school teachers, is to investigate teachers’ viewpoints on the role of parents in the process of their children’s transition to primary school. Data has been collected through the use of questionnaires. Statistical analysis has shown that the overwhelming majority of teachers consider cooperation with parents as necessary. They indicate that the most important factors for successful transition are parents’ level of trust in teachers, their views on schools and learning, and their support for the new situation their child experiences. As far as the most appropriate practices are concerned, almost all teachers mention updating parents at the beginning of the school year, while many suggest that parents and children visit primary schools and that common meetings of both kindergarten and primary school teachers with parents take place before school begins. It therefore seems that teachers acknowledge the role of parents in the process of transition and suggest appropriate practices for their participation.

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‘Weare the professionals’: a study of teachers’ views on parental involvement in school

Cited by 79 publications

References 15 publications

Understanding teachers' perspectives of factors that influence parental involvement practices in special education in Barbados

Understanding teachers' perspectives of factors that influence parental involvement practices in special education in Barbados

Introduction to preschool: strategies for managing the gap between home and preschool

Teachers’ Views on the Participation of Parents in the Transition of their Children from Kindergarten to Primary School

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