期刊名称：Center for Educational Policy Studies Journal
印刷版ISSN：1855-9719
电子版ISSN：2232-2647
出版年度：2012
卷号：2
期号：1
页码：35
出版社：University of Ljubljana
摘要：The purpose of this study was to explore the areas of cooperation inwhich parent and teacher expectations were the same and where theydiffered. Data were obtained from a sample of 55 randomly selected primaryschools. We analyzed school-to home communications, parentalinfluence on school decisions, and parent involvement in differentschool activities. At the same time, we also explored building cooperationamong the teachers, students, and their parents, within the framework ofthe program ‘Reading and Conversation’. The findings indicated that thethird- and ninth- grade lead teachers were mostly in agreement about theimportance of parent involvement and as such represented a fairly homogenousgroup. The third-grade lead teachers were more open aboutactual involvement of parents in instruction than their ninth-grade colleagues,who were more cautious and restrained. In contrast to the leadteachers who represented a relatively narrow professional group, parents’views were much more diverse. Parental education was the best predictorof their readiness to become involved in the life and work of their children’sschool. Whether the area in which the families lived was urban or suburbandid not make any difference. The evaluation of the one-year ‘Readingand Conversation’ programme revealed increases in parents’motivation tocollaborate with the school as a consequence of the program’s approach towork, as well as improvement in mutual relationships and dialogue.
