Teacher–parent partnership: an authentic teacher education model to improve student outcomes

Murray, Mary; Mereoiu, Mariana

doi:10.1080/0309877x.2014.971108

Cited by 14 publications

(14 citation statements)

References 30 publications

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“…This is also linked to one of the most common barriers faced in parents and practitioners’ partnerships; the possibility of power imbalances in the relationship. Research indicates that practitioners usually enjoy more power in the relationship, based on their sense of professional knowledge of child development or pedagogy; in some instances, practitioners may regard parental knowledge about child rearing as naïve, or not based on ‘expert’ knowledge of child development principles (Pieridou, 2013 ), while parents report feeling passive during decision making meetings (Murray & Mereoiu, 2015 ). In effect, parents argue that their holistic understanding of their children’s characteristics is de-valued or neglected (Pieridou, 2013 , Hodge & Runswick-Cole, 2008 ), despite the fact that “parents are the only unpaid volunteers involved in a sea of high-paid specialists, who have a full diachronic image of the child, when different professionals come and go” (Phtiaka, 2008 , p. 123).…”

Section: Literature Reviewmentioning

confidence: 99%

Making Partnerships Work: Proposing a Model to Support Parent-Practitioner Partnerships in the Early Years

Kambouri-Danos

Wilson

Pieridou

et al. 2021

Early Childhood Educ J

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Building on Froebelian principles that highlight the importance of family and community, this study explored the importance of collaboration and communication as part of a two-way dialogue. The aim was to identify the key characteristics of a model that would encourage interest and commitment to partnerships from both parents and practitioners. The idea of such partnerships has a solid theoretical background and is supported both rhetorically and by legislation by the Department of Education. However, research has shown that practice often falls short of the ideal, due to reasons such as the managerial discourse that constructs parents as potential consumers and the challenges faced when performance is prioritised over creativity. As part of the study, we employed a mixed methods approach and encouraged parents and practitioners to work together by participating at two sessions with families and children. The sessions provided parents and practitioners with space and time to explore the issue of working in ‘partnership’. After careful consideration of ethical issues, data were collected using pre and post-session questionnaires with all participants, as well as face to face interviews with some of them. Findings indicate that both parties need to invest time and recognise that ‘effective partnership’ is a two way process which requires engagement and dialogue to be able to develop meaningful relationships of trust. The findings were used to develop the ‘CAFE' partnership model which incorporates those elements considered important to facilitate the development of partnerships between practitioners and parents. The CAFE model addresses the gap in the literature in terms of unpicking the key features of a partnership approach, as captured through the lived experience of both parents and practitioners. It also contributes to deepening the understanding of the applications of Froebelian principles in contemporary contexts and the ways in which they can encourage high quality early childhood development and education. Future research should explore how this model could be used to evaluate existing practice and guide the development of current partnership policies and approaches.

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Section: Literature Reviewmentioning

confidence: 99%

Making Partnerships Work: Proposing a Model to Support Parent-Practitioner Partnerships in the Early Years

Kambouri-Danos

Wilson

Pieridou

et al. 2021

Early Childhood Educ J

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“…Table 1 illustrates three suggested components for building rapport and trust between family members and primary‐grade teachers: effective bidirectional communication, rapport/trust, and empathy. Murray and Mereoiu (2016) emphasized trust as a foundation for building partnerships between schools and families. Ignoring the three suggested components can disengage school and home and result in decreased student learning (Dunst & Dempsey, 2007; Strier & Katz, 2016; Turnbull, Turnbull, Erwin, Soodak, & Shogren, 2011).…”

Section: Building Rapport and Trust With Family Members To Enhance Lamentioning

confidence: 99%

A Collaborative and Supplemental Model to Enhance Early Language and Reading Skills

Nguyen¹,

Darling²,

Peralta³

et al. 2021

The Reading Teacher

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“…Inviting caregivers to contact school personnel first is a straightforward method to get them open to the idea of direct communication and involved in their student's education. Sharing resources, communicating clearly and honestly, being positive, open, and tactful, as well as coordinating and organizing information have been viewed by caregivers as indicators of quality communication (Murray & Mereoiu, 2015). Additionally, respect, reciprocity, inclusivity, and thoughtfulness should be included in all communication with caregivers (Pewewardy & Fitzpatrick, 2009).…”

Section: Trust and Multidirectional Communicationmentioning

confidence: 99%

“…Additionally, respect, reciprocity, inclusivity, and thoughtfulness should be included in all communication with caregivers (Pewewardy & Fitzpatrick, 2009). Should conflicts arise, the teacher-parent partnership model is a strengths-based team approach and conflict resolution strategy for working through caregiver and school personnel conflicts (Murray & Mereoiu, 2015). Teacher-parent partnership model encourages educators to connect emotionally with caregivers of at-risk students, building good communication that increases caregiver buy-in.…”

Section: Trust and Multidirectional Communicationmentioning

confidence: 99%

Caregiver Engagement: Advancing Academic and Behavioral Outcomes for Culturally and Linguistically Diverse Students in Special Education

Whitford

Addis

2017

NASSP Bulletin

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The Every Student Succeeds Act encourages home, school, and community partnerships as a method for improving academic achievement. Districts who seek federal funding must provide outreach to all caregivers within the district, making meaningful efforts to attract those with the greatest barriers to engagement. This review provides a thematic analysis of methods for cultivating home and school partnerships with caregivers of students who are culturally and linguistically diverse in special education. Emphasis is placed on the roles and responsibilities of school principals based on the development of culturally responsive school leadership. Student impact, as well as recommendations for practice are provided.

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Teacher–parent partnership: an authentic teacher education model to improve student outcomes

Cited by 14 publications

References 30 publications

Making Partnerships Work: Proposing a Model to Support Parent-Practitioner Partnerships in the Early Years

Making Partnerships Work: Proposing a Model to Support Parent-Practitioner Partnerships in the Early Years

A Collaborative and Supplemental Model to Enhance Early Language and Reading Skills

Caregiver Engagement: Advancing Academic and Behavioral Outcomes for Culturally and Linguistically Diverse Students in Special Education

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