Urban Education · 2003 · 489 citations · 65 references
Family StudiesTeacher EducationCultureFamily InvolvementSchool-family RelationsFamily RelationshipSociology Of EducationSociologyInclusive EducationDifferential PowerEducationTeacher-student RelationTeacher DevelopmentUrban CommunityParent LeadershipElementary EducationChild DevelopmentTwelve Teachers
The study investigates teachers’ and parents’ perceptions of parent involvement and identifies perceived barriers that must be addressed to foster effective partnerships. The study used semistructured ethnographic interviews with twelve teachers and thirteen parents from an ethnically concentrated elementary school in a low‑income, culturally diverse urban community. Analyses showed that teachers and parents hold differing perceptions of parent involvement, reflecting divergent epistemologies and power dynamics, yet both agree that strong, mutually beneficial partnerships are essential for children’s learning, development, and academic success.
This study addressed teachers' and parents' perceptions of the meanings and functions of parent involvement. Twelve teachers and 13 parents participated in semistructured ethnographic interviews. All actors were either employed by or involved in an ethnically concentrated elementary school in a low-income, culturally diverse, urban community. Analyses revealed that teachers and parents have different perceptions of parent involvement. These different perceptions implicate diverse epistemologies,differential power, and some competing purposes. On the other hand, teachers and parents both claim that firm, mutually beneficial partnerships (or collaboration) between them are essential to children's learning, healthy development, and success in school. Perceived barriers need to be addressed for these partnerships to eventuate.
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Bowling alone: the collapse and revival of American community
Choice Reviews Online · 2000 · 29K citations