Parental Involvement Practices in Formalized Home–School Cooperation

Bæck, Unn‐Doris Karlsen

doi:10.1080/00313831.2010.522845

Cited by 70 publications

(39 citation statements)

References 18 publications

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“…Different class backgrounds are seen as explanations for variation in involvement (Epstein, 2001(Epstein, , 2002Hallgarten, 2000;Hanafin & Lynch, 2002;Lareau, 1997Lareau, , 2000Useem, 1992;Vincent, 1996;Vincent & Ball, 2006;Vincent & Martin, 2000). Parents with limited resources or with a negative view of school are more reluctant to participate, whereas parents with higher education are inclined to be more active in collaboration with school compared to parents with less formal education (see Baeck, 2010Baeck, , 2007Epstein, 2001Epstein, , 2002Hallgarten, 2000;Hanafin & Lynch, 2002;Lareau, 1997Lareau, , 2000Useem, 1992;Vincent, 1996;Vincent & Ball, 2006;Vincent & Martin, 2000). Furthermore, mothers tend to be more active in parent-school collaboration compared to fathers (see Baeck, 2010Baeck, , 2007Baeck, , 2005Cole, 2007;Nordahl, 2000).…”

Section: Research On Parent-school Collaborationmentioning

confidence: 99%

Increasing parental participation at school level: a ‘citizen to serve’ or a ‘customer to steer’?

Helgøy

Homme

2017

Nordic Journal of Studies in Educational Policy

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Collaboration between schools and parents has become increasingly prominent on the political agenda in Norway. Schools are obliged to promote parent-school cooperation in accordance with parents' rights as stakeholders in education. This article explores the governing strategies of seven primary or lower-secondary schools that have taken initiatives to improve parent-school collaboration. The main intention is to explore how New Public Management (NPM) measures (such as market values, decentralization, competition, and output control) and New Public Service (NPS) tools (including coalition building and citizens' involvement) are reproduced at the local level when parent-school collaboration is put on the agenda. The analysis shows that street-level discretion at school level implies considerable uncertainty around the achievement of policy objectives. Different opinions on parents as a target group seem prominent in explaining how frontline workers act and strategize. Two distinct collaboration strategies are identified: serving and steering. The serving strategy is based on a linear partnership by making use of local knowledge in order to reach parents and enable their participation. The steering strategy is characterized by non-linear relationships with parents and certain steering mechanisms by routinizing collaboration activities, modifying goals for parent-school collaboration and rationing school services to parents.

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Section: Research On Parent-school Collaborationmentioning

confidence: 99%

Increasing parental participation at school level: a ‘citizen to serve’ or a ‘customer to steer’?

Helgøy

Homme

2017

Nordic Journal of Studies in Educational Policy

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“…By contrast, parents with lower education relate more to the idea of children's natural development and growth, which happens without too much interference from parents (e.g. Bæck, ; Räty, ; Räty and Kasanen, ). Moreover, numerous studies testify to how middle‐class parents promote their children's future careers via hobbies and extracurricular activities (e.g.…”

Section: Middle‐class Families Cultural Resources and Emotionsmentioning

confidence: 99%

“…The TCP functions within the educational field, where the board members' parents, like middle‐class parents generally, support their schooling (Bæck, ; Metso, ; Räty, ). The reproductive influence favouring the middle‐class children as the TCP office holders is mediated through schools, as it is children of well‐educated and well‐off families who put themselves forward for election (also Wyness, ).…”

Section: Synthesis: Parental Strategies and Emotional Contradictionsmentioning

confidence: 99%

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Children's Public Participation, Middle‐Class Families and Emotions

Kiili

2014

Children & Society

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The article examines the activities of a municipal children's parliament (the TCP) in a middle‐sized Finnish town. The article focuses on members of the TCP board and their parents and the emphasis is on parents' views as very little research exists on family background in relation to children's public participation. All the participating families were middle‐class, both as self‐defined and according to their socioeconomic background. The parents studied detailed different emotions they and their children experienced as members of the children's parliament. The article illustrates that being a middle‐class child and participating in civic activities is not an uncomplicated description of privilege. Children and parents engaged in the TCP board displayed three distinct strategies, to interpret and support engagement in the structure; as hobbyists, school‐oriented or ambivalently engaged. They had to cope with feelings of pressure and stress over workload and the conflict between having peer‐related problems in school versus the future civic competencies and advantages held out to TCP office holders. The article extends the understanding of participation to include discussion of social class and emotions and calls for further research on these themes.

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“…In addition to the racial/ethnic make‐up of communicators, parental SES may affect their interactions with teachers. Economically disadvantaged parents with low formal education may feel insecure about their knowledge of, and participation in, school‐based matters, and this often creates a barrier to their communication with teachers (Bæck, ; Pena, ). For example, parental insecurity may lead to fewer comments when interacting with teachers (Jones & Gansle, ).…”

Section: Introductionmentioning

confidence: 99%

Parent–teacher problem solving about concerns in children with autism spectrum disorder: The role of income and race

Azad

Gormley

Marcus

et al. 2018

Psychology in the Schools

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Problem solving between parents and teachers is critical to maximizing student outcomes. The current study examined the associations among the different components of problem solving, as well as the relationship between various characteristics and problem solving in parents and teachers of children with autism spectrum disorder (ASD). Participants were 18 teachers and 39 parents of children with ASD. Parents and teachers completed a demographic survey, phone interview, and dyad observation. Results indicated that parent and teacher problem solving strategies were correlated with each other. Lower‐income parents and parents interacting with White teachers displayed less problem solving. Findings suggest that school‐based service delivery models to improve problem solving should consider both skill development, as well as the sociodemographic characteristics that parents and teachers bring to their interactions.

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Parental Involvement Practices in Formalized Home–School Cooperation

Cited by 70 publications

References 18 publications

Increasing parental participation at school level: a ‘citizen to serve’ or a ‘customer to steer’?

Increasing parental participation at school level: a ‘citizen to serve’ or a ‘customer to steer’?

Children's Public Participation, Middle‐Class Families and Emotions

Parent–teacher problem solving about concerns in children with autism spectrum disorder: The role of income and race

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