Based on the view that parental participation in the educational process enhances learning, school success and children prosperity, we conducted a preliminary exploratory research, so as to examine the current home-school relations in Cyprus regarding parents with disabled children. Data was collected from semi-structured interviews with six parents of disabled children. The interviewees revealed some gloomy aspects regarding the implementation of the special education law in Cyprus. In particular, the six parents reported that disabled children in Cyprus are often considered incapable of learning and unable to approach the prevalent normality. Such views seem to reflect the prevalence of prejudice and negative stereotypes, which often define home-school relations and teachers’ expectations from disabled children in Cyprus. Secondly, the six parents discussed some segregation education practices, related to unequal power relations, which seem to hinder inclusion. In particular the parents referred to occasional verdicts against the parents’ wishes, which, according to them, were harmful for their disabled children. Thirdly, the interviewees described their feelings regarding home-school relations. In general, the six parents confirmed that ineffective communication, teachers’ attitudes towards disability and problematic home-school relations debar partnership working and result in the exclusion of disabled children.
{"title":"Disability And Home-School Relations In Cyprus: Hope And Deception","authors":"E. Damianidou, Helen Phtiaka","doi":"10.54195/ijpe.18221","DOIUrl":"https://doi.org/10.54195/ijpe.18221","url":null,"abstract":"Based on the view that parental participation in the educational process enhances learning, school success and children prosperity, we conducted a preliminary exploratory research, so as to examine the current home-school relations in Cyprus regarding parents with disabled children. Data was collected from semi-structured interviews with six parents of disabled children. The interviewees revealed some gloomy aspects regarding the implementation of the special education law in Cyprus. In particular, the six parents reported that disabled children in Cyprus are often considered incapable of learning and unable to approach the prevalent normality. Such views seem to reflect the prevalence of prejudice and negative stereotypes, which often define home-school relations and teachers’ expectations from disabled children in Cyprus. Secondly, the six parents discussed some segregation education practices, related to unequal power relations, which seem to hinder inclusion. In particular the parents referred to occasional verdicts against the parents’ wishes, which, according to them, were harmful for their disabled children. Thirdly, the interviewees described their feelings regarding home-school relations. In general, the six parents confirmed that ineffective communication, teachers’ attitudes towards disability and problematic home-school relations debar partnership working and result in the exclusion of disabled children.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"43 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279857","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 study shows one or more models of network intervention, qualified as good practice, capable of generating places of integration between Italian and foreign students, with a specific reference to family engagement. We assessed the quality and sustainability of different partnership styles among the school, the public, the third sector and families, working on the assumption that this alliance is particularly appropriate in everyday life to achieve cultural integration between young Italians, foreigners and their families and to spread a network perspective able to successfully address the encounter among cultures. The research has studied 30 partnerships active in Lombardy Region, that has the largest number of foreign students in Italy, adding 3 cases out of Region and 3 projects conducted in other European countries (Feel, La Maleta intercultural, Rucksack). The study has identified specific guidelines to enable and support integrated networks between public or third sector and schools, capable of promoting and managing places of integration. Among the factors considered above there is the consistency and the structure of the network, the type and degree of collaboration between these actors, the type of governance put in place, the level of articulation of the relationship between the network and the socio cultural context in which it operates. Secondly we considered the project methodologies, the operation time, the extent of the catchment area, the level of the experience growth, the expansion of the partnerships. Also important were the methods of assessing the degree of social and cultural integration, educational and academic achievement in relation to skills, business integration, involvement of family background.
{"title":"Generating places of integration. A network model toward the skills assessment of foreign students","authors":"Donatella Bramanti, M. Moscatelli","doi":"10.54195/ijpe.18188","DOIUrl":"https://doi.org/10.54195/ijpe.18188","url":null,"abstract":"The study shows one or more models of network intervention, qualified as good practice, capable of generating places of integration between Italian and foreign students, with a specific reference to family engagement. We assessed the quality and sustainability of different partnership styles among the school, the public, the third sector and families, working on the assumption that this alliance is particularly appropriate in everyday life to achieve cultural integration between young Italians, foreigners and their families and to spread a network perspective able to successfully address the encounter among cultures. The research has studied 30 partnerships active in Lombardy Region, that has the largest number of foreign students in Italy, adding 3 cases out of Region and 3 projects conducted in other European countries (Feel, La Maleta intercultural, Rucksack). The study has identified specific guidelines to enable and support integrated networks between public or third sector and schools, capable of promoting and managing places of integration. Among the factors considered above there is the consistency and the structure of the network, the type and degree of collaboration between these actors, the type of governance put in place, the level of articulation of the relationship between the network and the socio cultural context in which it operates. Secondly we considered the project methodologies, the operation time, the extent of the catchment area, the level of the experience growth, the expansion of the partnerships. Also important were the methods of assessing the degree of social and cultural integration, educational and academic achievement in relation to skills, business integration, involvement of family background.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"15 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279867","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 content of this paper is part of a broader research that took place in Portugal. It is related to children’s experience in school-family interface throughout the 5th grade, when an ecological transition occurs due to an educational stage transition. Our purpose is to examine the social relationship of research established between the researcher and the children, their parents and teachers, from the moment the students move into the new school. With the children's agency within the framework of school-family relationships as background, and having implemented a qualitative methodology, using the main tools of the ethnographic method, the data were collected with the children in weekly participatory activities and through conversational interviews. Data were also collected from teachers and parents, through interviews and through observation of weekly lessons with the class tutor and of parents’ meetings. The data collected were subjected to content analysis. This research reveals children as competent social actors who act intentionally and strategically in the school-family relationship structure. This strategic action is further reflected in the way children appropriate the data collection activities promoted with them. Moreover, it is also present in the strategic uses they make of the social relationship established with them.
{"title":"The Social Relationship of Research in a Study about the Agency of Children in School-Family Interface","authors":"Armanda Zenhas, Cristina Rocha, P. Silva","doi":"10.54195/ijpe.18213","DOIUrl":"https://doi.org/10.54195/ijpe.18213","url":null,"abstract":"The content of this paper is part of a broader research that took place in Portugal. It is related to children’s experience in school-family interface throughout the 5th grade, when an ecological transition occurs due to an educational stage transition. Our purpose is to examine the social relationship of research established between the researcher and the children, their parents and teachers, from the moment the students move into the new school. With the children's agency within the framework of school-family relationships as background, and having implemented a qualitative methodology, using the main tools of the ethnographic method, the data were collected with the children in weekly participatory activities and through conversational interviews. Data were also collected from teachers and parents, through interviews and through observation of weekly lessons with the class tutor and of parents’ meetings. The data collected were subjected to content analysis. This research reveals children as competent social actors who act intentionally and strategically in the school-family relationship structure. This strategic action is further reflected in the way children appropriate the data collection activities promoted with them. Moreover, it is also present in the strategic uses they make of the social relationship established with them.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"36 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279894","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}
A field study was conducted to test whether contact with immigrant parents would lead Italian teachers to display more positive attitudes toward immigrant children. The participants were 128 Italian pre-school and elementary school teachers of a Northern Italian region. Analyses conducted with structural equation modeling (SEM) revealed that quality of contact increased the perceived heterogeneity of the immigrant pupils category and led to a stronger support of social policies favoring immigrant children. In addition, quality of contact also affected the rejection of negative acculturation strategies (assimilation, segregation, exclusion) and the endorsement of positive acculturation strategies (individualism). Unexpectedly, cooperative contact reduced the preference for the integration strategy. The relationship between contact quality and outcome variables was mediated by empathic feelings toward immigrant children. The effects of quantity of contact were negligible. Theoretical and practical implications of findings are discussed.
{"title":"Contact with Immigrant Parents as a Predictor of Teachers’ Attitudes and Acculturation Orientations toward Immigrant Children","authors":"D. Giovannini, L. Vezzali","doi":"10.54195/ijpe.18181","DOIUrl":"https://doi.org/10.54195/ijpe.18181","url":null,"abstract":"A field study was conducted to test whether contact with immigrant parents would lead Italian teachers to display more positive attitudes toward immigrant children. The participants were 128 Italian pre-school and elementary school teachers of a Northern Italian region. Analyses conducted with structural equation modeling (SEM) revealed that quality of contact increased the perceived heterogeneity of the immigrant pupils category and led to a stronger support of social policies favoring immigrant children. In addition, quality of contact also affected the rejection of negative acculturation strategies (assimilation, segregation, exclusion) and the endorsement of positive acculturation strategies (individualism). Unexpectedly, cooperative contact reduced the preference for the integration strategy. The relationship between contact quality and outcome variables was mediated by empathic feelings toward immigrant children. The effects of quantity of contact were negligible. Theoretical and practical implications of findings are discussed.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"98 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279905","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 aim of the article is to shed light on children’s perspectives of the relations between home and school. The study is based on 52 interviews with children aged 12-13 years in Sweden about their knowledge and notions of the relations between their parents and teachers, and what they perceive their own role to be in this context. The study reveals that the children’s understandings are drawing on both ideas of connectedness and autonomy to different actors characterised by a vertical or horizontal frame and that generational and institutional power are important in their understanding of the relations. The results reveals the different ways in which children talk about home-school relations, namely as (1) an asymmetric vertical “keep-apart-relation” characterised by institutional power, generational power and children’s autonomy and power and (2) a horizontal relation that is characterised by a symmetric power relation between the actors, i.e. they think that the parties to some extent sometimes have an equal influence in the relation. In addition, the study indicates that children adopt different strategies in relation to the adults. The children’s accounts show that they reproduce and also resist the social order and structure.
{"title":"Children’s perspectives on the relations between home and school","authors":"A. Markström","doi":"10.54195/ijpe.18202","DOIUrl":"https://doi.org/10.54195/ijpe.18202","url":null,"abstract":"The aim of the article is to shed light on children’s perspectives of the relations between home and school. The study is based on 52 interviews with children aged 12-13 years in Sweden about their knowledge and notions of the relations between their parents and teachers, and what they perceive their own role to be in this context. The study reveals that the children’s understandings are drawing on both ideas of connectedness and autonomy to different actors characterised by a vertical or horizontal frame and that generational and institutional power are important in their understanding of the relations. The results reveals the different ways in which children talk about home-school relations, namely as (1) an asymmetric vertical “keep-apart-relation” characterised by institutional power, generational power and children’s autonomy and power and (2) a horizontal relation that is characterised by a symmetric power relation between the actors, i.e. they think that the parties to some extent sometimes have an equal influence in the relation. In addition, the study indicates that children adopt different strategies in relation to the adults. The children’s accounts show that they reproduce and also resist the social order and structure.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"32 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279913","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}
Schools may be particularly challenged in the building of relationships with immigrant families because of a potentially heightened mutual lack of knowledge or understanding about the other party’s cultural norms (e.g. Crozier & Davis, 2007). In the context of increased immigration from Eastern and Central European states, this study seeks to initiate the development of model of multi-cultural family-school interaction drawing on existing frameworks drawn from the fields of education, psychology and sociology. With the intention of establishing the nature of migrant parents’ constructions of their relationships with their children’s schools, we carried out in-depth, semi-structured interviews with 10 parents of school age children who had migrated to the UK from Eastern and Central Europe within the past 10 years. The key themes from the interviews indicated that the parents’ expectations of their children’s schooling appear to clash with those of the UK school system and that this is amplified by perceptions of poor communication, inadequate school-parent cooperation & marginalisation. Through the use of existing theoretical frameworks it was established that there is potential for improved practice though development of a model though this must take account of the full contextual complexity of the relationships.
{"title":"Theorizing the Relationship between UK Schools and Immigrant Parents of Eastern and Central European Origin: the Parents’ Perspective","authors":"Sarah Christie, Agnes Agnes","doi":"10.54195/ijpe.18242","DOIUrl":"https://doi.org/10.54195/ijpe.18242","url":null,"abstract":"Schools may be particularly challenged in the building of relationships with immigrant families because of a potentially heightened mutual lack of knowledge or understanding about the other party’s cultural norms (e.g. Crozier & Davis, 2007). In the context of increased immigration from Eastern and Central European states, this study seeks to initiate the development of model of multi-cultural family-school interaction drawing on existing frameworks drawn from the fields of education, psychology and sociology. With the intention of establishing the nature of migrant parents’ constructions of their relationships with their children’s schools, we carried out in-depth, semi-structured interviews with 10 parents of school age children who had migrated to the UK from Eastern and Central Europe within the past 10 years. The key themes from the interviews indicated that the parents’ expectations of their children’s schooling appear to clash with those of the UK school system and that this is amplified by perceptions of poor communication, inadequate school-parent cooperation & marginalisation. Through the use of existing theoretical frameworks it was established that there is potential for improved practice though development of a model though this must take account of the full contextual complexity of the relationships.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"87 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279936","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 examines the way that parents perceive and react to the way schools communicate with them. Particular focus was placed on parents who could be identified as moderately marginalised and despite ready engagement with their children’s primary education, were likely to disengage at the transition stage. The research found that parents are often alienated as a result of poor communication – significantly, at the stage of transition from primary to secondary. Specifically, the research revealed tensions resulting from misinterpretation of well-intentioned strategies to communicate in various ways. Parents drew attention to a range of communication barriers that to closer collaboration and engagement with the school, highlighting factors such as: the formal and dictatorial language and tone of newsletter; difficulty in communicating with members of staff; absence of a named person to contact when concerns were experienced; communication that appears to be one-directional; lack of prompt responses; administrators acting as gatekeepers; inconvenient timing of school meeting and parents’ evenings; parents felt that the school viewed parents’ evenings (and other related activities) as more focused on the needs of the school as opposed to the needs of the parents or their children. Others found them to be intimidating and/or not ‘family-friendly’.
{"title":"What we tell them is not what they hear: the importance of appropriate and effective communication to sustain parental engagement at transition points","authors":"J. Davies, J. Ryan, J. Tarr","doi":"10.54195/ijpe.18177","DOIUrl":"https://doi.org/10.54195/ijpe.18177","url":null,"abstract":"This paper examines the way that parents perceive and react to the way schools communicate with them. Particular focus was placed on parents who could be identified as moderately marginalised and despite ready engagement with their children’s primary education, were likely to disengage at the transition stage. The research found that parents are often alienated as a result of poor communication – significantly, at the stage of transition from primary to secondary. Specifically, the research revealed tensions resulting from misinterpretation of well-intentioned strategies to communicate in various ways. Parents drew attention to a range of communication barriers that to closer collaboration and engagement with the school, highlighting factors such as: the formal and dictatorial language and tone of newsletter; difficulty in communicating with members of staff; absence of a named person to contact when concerns were experienced; communication that appears to be one-directional; lack of prompt responses; administrators acting as gatekeepers; inconvenient timing of school meeting and parents’ evenings; parents felt that the school viewed parents’ evenings (and other related activities) as more focused on the needs of the school as opposed to the needs of the parents or their children. Others found them to be intimidating and/or not ‘family-friendly’.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"3 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279950","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}
A correct parents’ involvement in their children’s education has a undeniable importance. Many aspects need parents’ commitment and a tight collaboration between parents and school in order to be able to achieve a comprehensive development of the child. Numerous authors agree with the great importance a correct action and cooperation have. Due to this importance, legal documents define the parents’ rights and privileges as well as their duties, establishing also the procedures schools should follow to implicate parents in their children education. After accomplish a detailed analysis of the educational legislation in force in Spain, and more concretely in the Valencia Community, we have concluded that the relationship of parents and schools is based in three main aspects that are clearly defined: information, participation and cooperation.. Knowing how to cope with the three of them would contribute to get a better quality in education. Spanish legislation demarcates the field of action of schools and parents. On the one hand, parents should know what legislation allows them to do in the educational formal system and how to do it. On the other hand, teachers should know what obligations they have and how they should let parents collaborate in formal education.
{"title":"Implication of Parents in the Educational System: An Analysis of Spanish Legislation","authors":"Amelia R. Granda-Piñán","doi":"10.54195/ijpe.18219","DOIUrl":"https://doi.org/10.54195/ijpe.18219","url":null,"abstract":"A correct parents’ involvement in their children’s education has a undeniable importance. Many aspects need parents’ commitment and a tight collaboration between parents and school in order to be able to achieve a comprehensive development of the child. Numerous authors agree with the great importance a correct action and cooperation have. Due to this importance, legal documents define the parents’ rights and privileges as well as their duties, establishing also the procedures schools should follow to implicate parents in their children education. After accomplish a detailed analysis of the educational legislation in force in Spain, and more concretely in the Valencia Community, we have concluded that the relationship of parents and schools is based in three main aspects that are clearly defined: information, participation and cooperation.. Knowing how to cope with the three of them would contribute to get a better quality in education. Spanish legislation demarcates the field of action of schools and parents. On the one hand, parents should know what legislation allows them to do in the educational formal system and how to do it. On the other hand, teachers should know what obligations they have and how they should let parents collaborate in formal education.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"31 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279981","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 study examines the expectations of parents of elementary students with respect to the information evenings at the beginning of school year. The expectations are discussed in terms of welcoming, exchange of information and perceptions of the development of trust with their child’s teacher. Data collection was conducted with eight parents of fifth grade in the course of two interviews conducted with each participant, one before the group meeting, and a second one, a few days after. The results indicate that parents expect a warm and individualized reception, and information on strategies to support learning and work at home. Parents reported that there was no group discussion or exchange at the meeting which also did not serve to establish norms of collaboration based on educational goals or to identify actions aiming to develop the sharing of responsibilities. Parents, however, said that their child’s teacher inspires trust. Avenues for future research are discussed.
{"title":"Teachers’ First Meeting with Groups of Parents of Elementary Students at the Beginning of the School Year: Parents’ Expectations and Responses to these Expectations","authors":"Isabelle Bergeron, R. Deslandes","doi":"10.54195/ijpe.18179","DOIUrl":"https://doi.org/10.54195/ijpe.18179","url":null,"abstract":"This study examines the expectations of parents of elementary students with respect to the information evenings at the beginning of school year. The expectations are discussed in terms of welcoming, exchange of information and perceptions of the development of trust with their child’s teacher. Data collection was conducted with eight parents of fifth grade in the course of two interviews conducted with each participant, one before the group meeting, and a second one, a few days after. The results indicate that parents expect a warm and individualized reception, and information on strategies to support learning and work at home. Parents reported that there was no group discussion or exchange at the meeting which also did not serve to establish norms of collaboration based on educational goals or to identify actions aiming to develop the sharing of responsibilities. Parents, however, said that their child’s teacher inspires trust. Avenues for future research are discussed.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"6 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280089","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}
School, family and the community constitute three distinct but at the same time interdependent systems. The ideas, notions and research which are related to the necessity of the functional communication of those systems have recently flourished internationally, creating a substantial “heritage” in principles, acceptances, theoretical models, application proposals, research programs as well as new orientations and perspectives. This paper proposes the model of syneducation. As syneducation (synergy + education) we define the acquisition of a common educational experience, simultaneously and in cooperation, of persons differing in age and cognitive infrastructure and often in social and cultural level. Syneducation is a new emerging research field. With its application, we aim at the change of attitudes and behaviours of the participants (parents, educators, students, policy makers and the representatives of the community) from an initial state of possible indifference- disinterest to an active and effective participation in common syneducational actions in order to face specific issues, and even further to being multipliers of the above mentioned actions. Furthermore, the application of this model creates, develops and accrues social capital.In this paper we will present certain research applications which took place according to the model of syneducation based on the methodology of collaborative action research (for example, a transdisciplinary research program, a research program in Literacy in Information Technology, a research program focusing on problem management within the family etc.) The research findings and the prospects of the syneducation model are still being discussed. This model is proposed as a realistic way of thought and action adapted to the contemporary conditions of our technological era and the foreseen needs of social computing.
{"title":"School, family and the community in cooperation: the model of syneducation","authors":"Iro Mylonakou, I. Kekes","doi":"10.54195/ijpe.18252","DOIUrl":"https://doi.org/10.54195/ijpe.18252","url":null,"abstract":"School, family and the community constitute three distinct but at the same time interdependent systems. The ideas, notions and research which are related to the necessity of the functional communication of those systems have recently flourished internationally, creating a substantial “heritage” in principles, acceptances, theoretical models, application proposals, research programs as well as new orientations and perspectives. This paper proposes the model of syneducation. As syneducation (synergy + education) we define the acquisition of a common educational experience, simultaneously and in cooperation, of persons differing in age and cognitive infrastructure and often in social and cultural level. Syneducation is a new emerging research field. With its application, we aim at the change of attitudes and behaviours of the participants (parents, educators, students, policy makers and the representatives of the community) from an initial state of possible indifference- disinterest to an active and effective participation in common syneducational actions in order to face specific issues, and even further to being multipliers of the above mentioned actions. Furthermore, the application of this model creates, develops and accrues social capital.In this paper we will present certain research applications which took place according to the model of syneducation based on the methodology of collaborative action research (for example, a transdisciplinary research program, a research program in Literacy in Information Technology, a research program focusing on problem management within the family etc.) The research findings and the prospects of the syneducation model are still being discussed. This model is proposed as a realistic way of thought and action adapted to the contemporary conditions of our technological era and the foreseen needs of social computing.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"81 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280126","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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