Preparing educators to partner with families

Miller, Gloria E.

doi:10.4324/9781315713687-4

Cited by 5 publications

(5 citation statements)

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“…De igual modo, la posibilidad de coordinar y orientar iniciativas educativas relevantes a partir del debate y la participación de todos (familias, profesorado, equipo directivo, representantes del ayuntamiento y de los alumnos, entre otros), supone una conquista de la democracia en los centros educativos (Jurado, 2009). Por ello, de acuerdo con Mehlig y Shumow (2013) y Miller et al (2013), el profesorado debe estar suficientemente formado para poder facilitar una participación significativa de las familias, más aún si se toma en cuenta que, para los maestros, uno de los retos más importantes es establecer relaciones de calidad entre los padres y madres del alumnado y la institución educativa (Evans, 2013).…”

Section: La Función Educativa De La Familiaunclassified

Participación familiar en la etapa de educación primaria

Sanz¹,

Prados²,

Martínez³

et al. 2016

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Acercarnos a la participación de las familias en los contextos escolares desde planteamientos dicotómicos resulta un posicionamiento reduccionista. Hablar exclusivamente de familia participativa versus no participativa supone negar la diversidad de formas de relación que se desprenden del compromiso de actuación total o parcial que la familia adquiere entre las diferentes alternativas que le ofrece la institución escolar. Con la intención de conocer los distintos perfiles de participación familiar en el proceso educativo del alumnado de educación primaria en España, se realizó una investigación cuantitativa no experimental de carácter nacional, en la que se aplicó un cuestionario a 5 mil 627 familias. El análisis de conglomerados realizado muestra la configuración de cuatro perfiles de participación familiar, los cuales, en orden descendente, han sido denominados: perfil participativo no normativo, perfil participativo normativo, perfil no participativo con sentimiento de pertenencia y perfil no participativo.

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Section: La Función Educativa De La Familiaunclassified

Participación familiar en la etapa de educación primaria

Sanz¹,

Prados²,

Martínez³

et al. 2016

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“…Traditional views of family-school partnerships tended to focus on parents rather than families, positioned the school as ha ving the primary responsibility for educating children, and situated the locus of action at the school, so that the school was the entity determining the nature of the parental participation. Educators took initiatives in developing activities, meetings, and plans in which parents could participate (Miller, Lines, Sullivan, & Hermanutz, 2013). These relationships are deemed important not only in the school context, but also in the community environment surrounding the school and its families.…”

Section: Home Related Factorsmentioning

confidence: 99%

The Role of Parents in Improving the Behavior of School’s Students in Azena Primary School, Ethiopia

Yigzaw¹

2019

International Journal of Educational Research Review

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The major purpose of this study is to investigate the role of parents in shaping students' behavior in Azena primary school (primary first cycle (Grade 1-4) and primary second cycle (Grade 5-8)). The study was descriptive in nature. 40 teachers were selected through census survey method for questionnaire and 10 parents were selected for key informant interview purposively. The collec ted data were analyzed and interpreted using simple descriptive statistical tools, frequency and percentage. This study reveals that the c ontribution of parents in improving student school behavior is low due to lac k of proper training strategies and poor home -school interac tion. This study indicates that improper rule and regulations, negative relationship between student and teac her, lack of continuous monitoring and evaluation of school administrators, poor teaching method, inadequate school fac ilities, unusual monitoring of parents, and the school administrators are c auses of indiscipline. The result found that giving rewards and praises for students behaving well and involving parents are more effective in producing desirable behavior in the school. Besides, the involvement of students in the formulation of school disciplinary policy has been viewed as a good strategy, which most likely c an influence them into ac cepting and showing commitment towards it. Therefore, this study recommends that parents and all school staffs should work together so as to minimize the disciplinary problems of students and to foster the role of parents. © IJERE. All rights reserved

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“…Research, however, indicates that teacher preparation programs may not currently be successfully facilitating the teacher candidate's ability to partner with families (Casper, 2011;Flanigan, 2007;Harvard Family Research Project, 2010;Miller, Lines, Sullivan, & Hermanutz, 2013;Patte, 2011;Symeou, 2005;Zeichner et al, 2016). Furthermore, the demands of an extremely crowded preparation curriculum and pressure for preparation of high-stakes teacher education assessments have potential to bump this critically important content to a lower priority.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Preparing Teacher Candidates to Collaborate with Families and Communities: Standards, Research, and Practice

Buchanan¹,

Buchanan²

2019

nwjte

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Preparing teacher candidates to engage with family and community in ways that align with the reality of today's classroom is a critically important aspect of fostering student academic success and well-being. This paper examines how a set of professional preparation standards, the teacher preparation literature, and a qualitative inquiry into the practices and challenges of kindergarten teachers working with family and community converge to inform the work of teacher educators. Implications of these three sources of expert knowledge are instructive for teacher educator practice. Implications for the preparation of teacher candidates around family/community engagement include: the shaping of teacher candidate beliefs and dispositions, teaching candidates to build skill in fostering culturally responsive relationships, and preparing candidates to utilize engagement strategies that count.

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Preparing educators to partner with families

Cited by 5 publications

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Participación familiar en la etapa de educación primaria

Participación familiar en la etapa de educación primaria

The Role of Parents in Improving the Behavior of School’s Students in Azena Primary School, Ethiopia

Preparing Teacher Candidates to Collaborate with Families and Communities: Standards, Research, and Practice

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