Anastasia Hadjiyiannakou, C. Ioannou, Charalambos Tziogkouros
The purpose of this presentation is to present how parents with disabled children view and understand the existence of their disabled children through the lens of special education professionals and also how professionals experienced and are affected from this understanding. After a lot of discussions and also after the completion of a questionnaire it had been discovered that parents of disabled children seemed to be a great issue for the professionals who work with their disabled children in case of Cyprus. Thus the Ministry of Education and Culture decided to organize a program which its aim will be to evaluate the difficulties that the professionals faced and secondly it will provide them with the right skills in order to make them able and ready to come across those difficulties. This program consisted of two meetings during the school year 2005-2006 and six meetings during 2006-2007. Parents of disabled children seemed to be a big issue to professionals, since their behaviour sometimes caused lot of difficulties in the everyday life of a school. The group of professionals was made of 22 “special” education teachers who work in the Ministry of Education and Culture. The group was closed for everyone else apart from the two educational psychologists who were responsible for the program and the representative of the Special Education Department. All the information that was mentioned in those groups could not be shared or discussed anywhere else apart from the specific group. It was decided from the organizing team as well that those meetings must be held in places other than school places, since this will provide the participants the chance to talk freely in a much different environment than their everyday environment at work. The analysis on the results is based on qualitative methods, since the group of professionals acts as a focus group.
{"title":"Parents of disabled children. The educational system and the everyday challenges","authors":"Anastasia Hadjiyiannakou, C. Ioannou, Charalambos Tziogkouros","doi":"10.54195/ijpe.18261","DOIUrl":"https://doi.org/10.54195/ijpe.18261","url":null,"abstract":"The purpose of this presentation is to present how parents with disabled children view and understand the existence of their disabled children through the lens of special education professionals and also how professionals experienced and are affected from this understanding. After a lot of discussions and also after the completion of a questionnaire it had been discovered that parents of disabled children seemed to be a great issue for the professionals who work with their disabled children in case of Cyprus. Thus the Ministry of Education and Culture decided to organize a program which its aim will be to evaluate the difficulties that the professionals faced and secondly it will provide them with the right skills in order to make them able and ready to come across those difficulties. This program consisted of two meetings during the school year 2005-2006 and six meetings during 2006-2007. Parents of disabled children seemed to be a big issue to professionals, since their behaviour sometimes caused lot of difficulties in the everyday life of a school. The group of professionals was made of 22 “special” education teachers who work in the Ministry of Education and Culture. The group was closed for everyone else apart from the two educational psychologists who were responsible for the program and the representative of the Special Education Department. All the information that was mentioned in those groups could not be shared or discussed anywhere else apart from the specific group. It was decided from the organizing team as well that those meetings must be held in places other than school places, since this will provide the participants the chance to talk freely in a much different environment than their everyday environment at work. The analysis on the results is based on qualitative methods, since the group of professionals acts as a focus group.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This explorative study is a first step towards more extensive research into the child-rearing goals and parenting styles used in Suriname’s multiethnic society. We tried to find out whether there are in fact differences in parenting and child-rearing ideals between Surinamese parents and teachers and among Surinamese parents and teachers of different ethnic origins. We have obtained our data by presenting 36 statements about child-rearing goals to 155 teachers and 142 parents and asking them to order them according to the q-sort method. This study has established that there are almost no significant differences between parents and teachers and among the various ethnicities within these two groups. This is contrary to the older literature on child-rearing goals and parenting styles in Suriname, which found greater differences among groups on the basis of anthropological methods like interviews and observations. The absence of differences could indicate that the ethnic groups are converging as far as values and standards are concerned. This finding should, however, be approached with due care since our sample is still small and has been limited to the urban and more highly educated part of the population.
{"title":"The Perception of Child-Rearing Goals among Surinamese Teachers and Parents","authors":"Edvin Marshall, K. V. D. Wolf","doi":"10.54195/ijpe.18208","DOIUrl":"https://doi.org/10.54195/ijpe.18208","url":null,"abstract":"This explorative study is a first step towards more extensive research into the child-rearing goals and parenting styles used in Suriname’s multiethnic society. We tried to find out whether there are in fact differences in parenting and child-rearing ideals between Surinamese parents and teachers and among Surinamese parents and teachers of different ethnic origins. We have obtained our data by presenting 36 statements about child-rearing goals to 155 teachers and 142 parents and asking them to order them according to the q-sort method. This study has established that there are almost no significant differences between parents and teachers and among the various ethnicities within these two groups. This is contrary to the older literature on child-rearing goals and parenting styles in Suriname, which found greater differences among groups on the basis of anthropological methods like interviews and observations. The absence of differences could indicate that the ethnic groups are converging as far as values and standards are concerned. This finding should, however, be approached with due care since our sample is still small and has been limited to the urban and more highly educated part of the population.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We begin this article by introducing research into a curriculum of parents (Pushor, 2011, 2013). We then make visible how pre-service teachers’ engagement in such a curriculum creates possibilities for teachers to actively resist deficit-based conceptualizations and to deepen their understanding of discourses of poverty and of representations of parents. The research is situated in Dewey’s (1938) foundational conception of experience as education and in Clandinin and Connelly’s (2000) explication of a narrative inquiry framework comprised of stories of experience. We take up Ciuffetelli Parker’s (2013) notions – narrative reveal, narrative revelation, and narrative reformation – which we use to examine stories which illuminate one pre-service teacher’s growing understanding of the complexities of teaching in a school community affected by poverty. Using Ciuffetelli Parker’s narrative elements, we demonstrate how a teacher candidate, who experienced an explicit curriculum of parents, came to see parents affected by poverty as knowing and knowledgeable and as having an important place and voice in their children’s schooling and education
{"title":"Reformation of Storied Assumptions of Parents and Poverty","authors":"Debbie Pushor, Darlene Ciuffetelli Parker","doi":"10.54195/ijpe.18225","DOIUrl":"https://doi.org/10.54195/ijpe.18225","url":null,"abstract":"We begin this article by introducing research into a curriculum of parents (Pushor, 2011, 2013). We then make visible how pre-service teachers’ engagement in such a curriculum creates possibilities for teachers to actively resist deficit-based conceptualizations and to deepen their understanding of discourses of poverty and of representations of parents. The research is situated in Dewey’s (1938) foundational conception of experience as education and in Clandinin and Connelly’s (2000) explication of a narrative inquiry framework comprised of stories of experience. We take up Ciuffetelli Parker’s (2013) notions – narrative reveal, narrative revelation, and narrative reformation – which we use to examine stories which illuminate one pre-service teacher’s growing understanding of the complexities of teaching in a school community affected by poverty. Using Ciuffetelli Parker’s narrative elements, we demonstrate how a teacher candidate, who experienced an explicit curriculum of parents, came to see parents affected by poverty as knowing and knowledgeable and as having an important place and voice in their children’s schooling and education","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"96 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper raises and discusses a series of key issues that arose during a 20-month evaluation project concerning the impact of family literacy programmes on the skills of parents and their children. Using a range of mixed methods, the research was based on 74 family literacy programmes in England and involved 583 parents and their children. The majority of previous evaluations of family learning have been quantitative and concentrated on children’s literacy outcomes; they have tended to ignore issues from qualitative research (which can both enable and constrain effective provision), many of which are of great interest to policy-makers. The specific issues raised in this paper coalesce around themes of recruitment; accreditation; the educational profile of parents (including the scarcity of men); the physical teaching and learning environment; the competing agendas between local authorities and schools; and planning opportunities between adult family literacy tutors and early years teachers.
{"title":"Issues that impact on effective family literacy provision in England","authors":"J. Swain, Greg Brooks","doi":"10.54195/ijpe.18193","DOIUrl":"https://doi.org/10.54195/ijpe.18193","url":null,"abstract":"This paper raises and discusses a series of key issues that arose during a 20-month evaluation project concerning the impact of family literacy programmes on the skills of parents and their children. Using a range of mixed methods, the research was based on 74 family literacy programmes in England and involved 583 parents and their children. The majority of previous evaluations of family learning have been quantitative and concentrated on children’s literacy outcomes; they have tended to ignore issues from qualitative research (which can both enable and constrain effective provision), many of which are of great interest to policy-makers. The specific issues raised in this paper coalesce around themes of recruitment; accreditation; the educational profile of parents (including the scarcity of men); the physical teaching and learning environment; the competing agendas between local authorities and schools; and planning opportunities between adult family literacy tutors and early years teachers.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"45 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Greek educational system is highly centralized and the communication between parents and teachers is considered as a marginal or a grey area in the school function. Educational legislation favours parents’ involvement rather than participation and implies an imbalance between parents and professionals. Drawing on a study using a life history approach, this paper considers the ways in which special education teachers in both special education schools and integration units perceive the parents of their students. The boundaries between expert knowledge and personal experience form a contested terrain of power relationships. These relationships are shaped by circumstances and are highly contextualized. Special school teachers deem parents in a deficit discourse while Integration unit teachers deem parents in a client discourse. The construction of the “parents” seems to be a gendered and social class issue as well. This work also reveals some implications for the teachers’ training programmes in order to ensure a more equal partnership at more inclusive and democratic schools.
{"title":"Constructing ‘the parents’ in primary schools in Greece: special education teachers’ whispers","authors":"E. Boutskou","doi":"10.54195/ijpe.18260","DOIUrl":"https://doi.org/10.54195/ijpe.18260","url":null,"abstract":"The Greek educational system is highly centralized and the communication between parents and teachers is considered as a marginal or a grey area in the school function. Educational legislation favours parents’ involvement rather than participation and implies an imbalance between parents and professionals. Drawing on a study using a life history approach, this paper considers the ways in which special education teachers in both special education schools and integration units perceive the parents of their students. The boundaries between expert knowledge and personal experience form a contested terrain of power relationships. These relationships are shaped by circumstances and are highly contextualized. Special school teachers deem parents in a deficit discourse while Integration unit teachers deem parents in a client discourse. The construction of the “parents” seems to be a gendered and social class issue as well. This work also reveals some implications for the teachers’ training programmes in order to ensure a more equal partnership at more inclusive and democratic schools.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"13 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While the value of the school-family partnership is universally accepted, it is not always easy to promote effective parent-teacher partnership. A central question that emerges is how schools can ensure that they develop their home-school relationship in a way that acknowledges the needs and perspectives of children, parents and teachers and enhances parents’ participation in school activities. Our main assumption is that we can better understand school-family relations, by examining the beliefs held by both teachers and parents about their relationship. This study addressed Greek parents’ perceptions of teachers, as well as their own role and responsibilities, parental involvement activities and areas of cooperation with teachers. Analysis of 581 questionnaires to parents revealed that parents perceived distinctly separate roles between teachers and parents. Teachers were perceived as “experts” in academic domains, while parents were perceived as “guardians” of children’s social and emotional growth. Both teachers and parents’ role was to keep each other informed about children’s achievement in school and home setting respectively. Results of the study are discussed in terms of implications for initiatives to develop school-family relations in teacher training programmes.
{"title":"School – family relations: Greek parents’ perceptions of parental involvement","authors":"M. Poulou, E. Matsagouras","doi":"10.54195/ijpe.18254","DOIUrl":"https://doi.org/10.54195/ijpe.18254","url":null,"abstract":"While the value of the school-family partnership is universally accepted, it is not always easy to promote effective parent-teacher partnership. A central question that emerges is how schools can ensure that they develop their home-school relationship in a way that acknowledges the needs and perspectives of children, parents and teachers and enhances parents’ participation in school activities. Our main assumption is that we can better understand school-family relations, by examining the beliefs held by both teachers and parents about their relationship. This study addressed Greek parents’ perceptions of teachers, as well as their own role and responsibilities, parental involvement activities and areas of cooperation with teachers. Analysis of 581 questionnaires to parents revealed that parents perceived distinctly separate roles between teachers and parents. Teachers were perceived as “experts” in academic domains, while parents were perceived as “guardians” of children’s social and emotional growth. Both teachers and parents’ role was to keep each other informed about children’s achievement in school and home setting respectively. Results of the study are discussed in terms of implications for initiatives to develop school-family relations in teacher training programmes.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"24 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Students’ voices in research on parental involvement in schools are rather weak since many studies report only on opinions of parents and school personnel. This paper draws on findings from a study in 14 compulsory schools and uses data from questionnaires from students in 7th to 10th grade (n=1821). The issue, students’ wishes for parents’ participation, is approached from a systemic perspective; Bronfenbrenner´s ecological systems theory, Epstein´s model of family-school-community partnership, and Pasi Sahlberg´s Nordic point of view are applied. Multiple regression analysis testing revealed that gender, grade, and student confidence in his or her learning ability explained 9.4% of the variance (R2) in students’ wishes. School experiences were added in a second model and explained an additional 8.8% of the variance (R2 change). Believing that parents’ support is important for achievement and believing that discipline and peaceful class environment affects achievement were the two variables added in the third model of the regression analysis, and the overall explanation of the model was raised to 27.6% (R2). Implications are that home-school cooperation on a lower-secondary level should focus more on activities related to the academic side of school life. Also, schools should take action in bettering the quality of factors related to students’ school experience since that could result in an increase in students’ interest for parental participation, which in turn contributes positively to academic achievement.
{"title":"Teenagers’ Opinions on Parental Involvement in Compulsory Schools in Iceland","authors":"K. Jónsdóttir","doi":"10.54195/ijpe.18233","DOIUrl":"https://doi.org/10.54195/ijpe.18233","url":null,"abstract":"Students’ voices in research on parental involvement in schools are rather weak since many studies report only on opinions of parents and school personnel. This paper draws on findings from a study in 14 compulsory schools and uses data from questionnaires from students in 7th to 10th grade (n=1821). The issue, students’ wishes for parents’ participation, is approached from a systemic perspective; Bronfenbrenner´s ecological systems theory, Epstein´s model of family-school-community partnership, and Pasi Sahlberg´s Nordic point of view are applied. Multiple regression analysis testing revealed that gender, grade, and student confidence in his or her learning ability explained 9.4% of the variance (R2) in students’ wishes. School experiences were added in a second model and explained an additional 8.8% of the variance (R2 change). Believing that parents’ support is important for achievement and believing that discipline and peaceful class environment affects achievement were the two variables added in the third model of the regression analysis, and the overall explanation of the model was raised to 27.6% (R2). Implications are that home-school cooperation on a lower-secondary level should focus more on activities related to the academic side of school life. Also, schools should take action in bettering the quality of factors related to students’ school experience since that could result in an increase in students’ interest for parental participation, which in turn contributes positively to academic achievement.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"20 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is with great pleasure that we introduce the new volume (n.7, issue 1) of the International Journal about Parents in Education. During the last years, the journal has increased the number of submissions from a wider international audience who is continuously working on the topic of parents in education. Looking at bibliometric measures, the IJPE’s H-index (Hirsh, 2005) and Gindex (Egghe, 2006) are steady growing: this represents a quite satisfying result for a still young (and tenaciously open access) journal, situated in a very challenging and competitive context.
我们非常高兴地向您介绍新一期《国际家长教育期刊》（第 7 期，第 1 期）。在过去的几年里，该期刊的投稿数量不断增加，来自更广泛的国际读者，他们一直在研究家长参与教育这一主题。从文献计量学的角度看，《国际家长教育期刊》的 H 指数（Hirsh，2005 年）和 G 指数（Egghe，2006 年）都在稳步增长：这对于一份仍然年轻（并坚持开放存取）的期刊来说，是一个非常令人满意的结果，因为它处在一个非常具有挑战性和竞争性的环境中。
{"title":"A cautionary tale on research methods in the field of parents","authors":"Alessandro Pepe, S. Castelli","doi":"10.54195/ijpe.18198","DOIUrl":"https://doi.org/10.54195/ijpe.18198","url":null,"abstract":"It is with great pleasure that we introduce the new volume (n.7, issue 1) of the International Journal about Parents in Education. During the last years, the journal has increased the number of submissions from a wider international audience who is continuously working on the topic of parents in education. Looking at bibliometric measures, the IJPE’s H-index (Hirsh, 2005) and Gindex (Egghe, 2006) are steady growing: this represents a quite satisfying result for a still young (and tenaciously open access) journal, situated in a very challenging and competitive context.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"5 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The following contribution examines a socio-cultural phenomenon that has been emerging in Germany in the recent years – school-based ‘Elterncafés’ (parent cafés). Meanwhile, this term is accustomed by school development practitioners. Therefore, it still raises the question of definition. Parent cafés seem to be a promising format of cooperation between parents and schools, an attempt to attract more foreign-born parents through establishing an institutionalized but at the same time low-threshold setting that combines both Oriental and Occidental traditions of coffee houses and tea rooms. It is too early to claim the school-based parent cafés would manage to evolve a long-awaited breakthrough in home-school policies and replace out-of-date structures of school-parent communication in this country.Nevertheless, the fact is that nationwide the parent café model finds more and more advocates across all school types. One of them is the Europe School Gymnasium Hamm in Hamburg, Germany. The paper gives a vivid example how the school managed to establish its parent café in cooperation with parents, parent facilitators and BQM, a Hamburg-based think-tank. The author reflects this experience from a practitioner’s point of view and proposes some principles of a school-based parent café.
下文将探讨近年来在德国出现的一种社会文化现象--以学校为基础的 "家长咖啡馆"（Elterncafés）。与此同时，学校发展工作者也习惯使用这一术语。因此，它仍然存在定义问题。家长咖啡馆似乎是家长与学校之间一种很有前景的合作形式，它试图通过建立一种制度化的、同时又是低门槛的环境来吸引更多的外国出生的家长，这种环境结合了东方和西方的咖啡馆和茶室的传统。尽管如此，事实是，在全国范围内，家长咖啡馆模式在各种类型的学校中得到了越来越多的支持。德国汉堡的哈姆欧洲学校（Europe School Gymnasium Hamm）就是其中之一。本文举例说明了该校如何与家长、家长促进者和汉堡智囊团 BQM 合作建立家长咖啡馆。作者从实践者的角度反思了这一经验，并提出了以学校为基础的家长咖啡馆的一些原则。
{"title":"Germany’s School-Based Parent Cafés: A new Hype or a Sustainable Way to Update Home-School Policies?","authors":"Alexei Medvedev","doi":"10.54195/ijpe.18215","DOIUrl":"https://doi.org/10.54195/ijpe.18215","url":null,"abstract":"The following contribution examines a socio-cultural phenomenon that has been emerging in Germany in the recent years – school-based ‘Elterncafés’ (parent cafés). Meanwhile, this term is accustomed by school development practitioners. Therefore, it still raises the question of definition. Parent cafés seem to be a promising format of cooperation between parents and schools, an attempt to attract more foreign-born parents through establishing an institutionalized but at the same time low-threshold setting that combines both Oriental and Occidental traditions of coffee houses and tea rooms. It is too early to claim the school-based parent cafés would manage to evolve a long-awaited breakthrough in home-school policies and replace out-of-date structures of school-parent communication in this country.Nevertheless, the fact is that nationwide the parent café model finds more and more advocates across all school types. One of them is the Europe School Gymnasium Hamm in Hamburg, Germany. The paper gives a vivid example how the school managed to establish its parent café in cooperation with parents, parent facilitators and BQM, a Hamburg-based think-tank. The author reflects this experience from a practitioner’s point of view and proposes some principles of a school-based parent café.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"85 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The focus of this study is the conditions in which conversations between school and home take place, and the discussion highlights questions such as the following: Are the participants sincere? Do the participants express the truth about the pupils’ school facilities? How does pupil participating impact the conversation? The background for the study is that conversations between school and home should, according to laws and proposals, be characterized by dialogue (1995; 1998a; 1998b), and research results which show that dialogue in these conversations is quite frequently absent (Lidén, 1997; Nordahl, 2000; Nordahl & Sørlie, 1996; Vestre, 1995). Dialogue is understood here as being communicative action as described by Habermas in The Theory of Communicative Action (1984; , 1987). This theory is criticised, however, this is not commented upon in this paper. Certain conditional aspects are tied to the conversation if it is to be considered as communicative action, and the research question is therefore: “What characterizes the conversation between school and home, and how does the conversation coincide in communicative action?” Through studying the participants’ everyday practices and comparing these with communicative action, one may acquire knowledge about how the conversation corresponds with/does not correspond with communicative action, and in this way get insight into the conditional aspects of school-home conversations.
{"title":"Conditional aspects of school-home conversations","authors":"A. D. Tveit","doi":"10.54195/ijpe.18268","DOIUrl":"https://doi.org/10.54195/ijpe.18268","url":null,"abstract":"The focus of this study is the conditions in which conversations between school and home take place, and the discussion highlights questions such as the following: Are the participants sincere? Do the participants express the truth about the pupils’ school facilities? How does pupil participating impact the conversation? The background for the study is that conversations between school and home should, according to laws and proposals, be characterized by dialogue (1995; 1998a; 1998b), and research results which show that dialogue in these conversations is quite frequently absent (Lidén, 1997; Nordahl, 2000; Nordahl & Sørlie, 1996; Vestre, 1995). Dialogue is understood here as being communicative action as described by Habermas in The Theory of Communicative Action (1984; , 1987). This theory is criticised, however, this is not commented upon in this paper. Certain conditional aspects are tied to the conversation if it is to be considered as communicative action, and the research question is therefore: “What characterizes the conversation between school and home, and how does the conversation coincide in communicative action?” Through studying the participants’ everyday practices and comparing these with communicative action, one may acquire knowledge about how the conversation corresponds with/does not correspond with communicative action, and in this way get insight into the conditional aspects of school-home conversations.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"93 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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