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}
This paper focuses on some conceptual and methodological problems inherent in many empirical studies on parental involvement. On the basis of twelve selected studies in which quantitative measures for parent involvement have been used, we discuss the reasons for the diversity of empirical outcomes, partly due to the complexity and multi-dimensionality of the concept, but also due to the variety of operationalizations as well as methods that have been applied to assess parents’ levels of involvement. In particular, empirical evidence of involvement obtained with questionnaires should be considered as doubtful because of the biases in ratings, whereas the use of multiple informants, as suggested in the literature, does not seem satisfactory to overcome this problem. We suggest the use more qualitative methods for measuring parent involvement, for example by interviewing parents in depth about their own accounts for their behaviours. This seems also the best guarantee to detect the more hidden features of their involvement in their children’s education.
{"title":"The concept of parent involvement. Some theoretical and empirical considerations","authors":"Joep T. A. Bakker, E. Denessen","doi":"10.54195/ijpe.18267","DOIUrl":"https://doi.org/10.54195/ijpe.18267","url":null,"abstract":"This paper focuses on some conceptual and methodological problems inherent in many empirical studies on parental involvement. On the basis of twelve selected studies in which quantitative measures for parent involvement have been used, we discuss the reasons for the diversity of empirical outcomes, partly due to the complexity and multi-dimensionality of the concept, but also due to the variety of operationalizations as well as methods that have been applied to assess parents’ levels of involvement. In particular, empirical evidence of involvement obtained with questionnaires should be considered as doubtful because of the biases in ratings, whereas the use of multiple informants, as suggested in the literature, does not seem satisfactory to overcome this problem. We suggest the use more qualitative methods for measuring parent involvement, for example by interviewing parents in depth about their own accounts for their behaviours. This seems also the best guarantee to detect the more hidden features of their involvement in their children’s education.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"31 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280158","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}
Drawing on the theoretical concept that parents are crucial for children’s informal reading socialisation, the aim of this article is to explain the impact of parents’ cultural resources on school-aged children’s reading habits by controlling for children’ s gender. Parents’ cultural resources, here, comprise ‘parents’ cultural practices’ (defined as parents’ reading habits and parents’ interactions with their children) as well as parents’ education. The article draws on data from the German Time Use Survey including time-use data in two-parent families from 757 school-aged children (between ten and 19 years of age) and their parents. Controlling for children’s gender, the findings indicate that parents’ cultural resources have a stronger impact on daughters’ reading habits. For sons, only ‘fathers’ reading habits’, among other cultural resources, turns out to be significantly associated with sons’ reading habits. In general, parents’ reading habits have a stronger impact on children’s reading compared to family interactions and parent’s education. The validity of the indicator ‘family interaction’ (operationalized by time parents use on joint meals and family conversations) to predict children’s reading habits is limited. Overall, the findings may have implications for reading interventions that in particular address the family as an informal institution for reading socialisation.
{"title":"Parents’ Cultural Resources, Gender and Young People’s Reading Habits – Findings from a Secondary Analysis with Time-Survey Data in Two-parent Families","authors":"S. Wollscheid","doi":"10.54195/ijpe.18204","DOIUrl":"https://doi.org/10.54195/ijpe.18204","url":null,"abstract":"Drawing on the theoretical concept that parents are crucial for children’s informal reading socialisation, the aim of this article is to explain the impact of parents’ cultural resources on school-aged children’s reading habits by controlling for children’ s gender. Parents’ cultural resources, here, comprise ‘parents’ cultural practices’ (defined as parents’ reading habits and parents’ interactions with their children) as well as parents’ education. The article draws on data from the German Time Use Survey including time-use data in two-parent families from 757 school-aged children (between ten and 19 years of age) and their parents. Controlling for children’s gender, the findings indicate that parents’ cultural resources have a stronger impact on daughters’ reading habits. For sons, only ‘fathers’ reading habits’, among other cultural resources, turns out to be significantly associated with sons’ reading habits. In general, parents’ reading habits have a stronger impact on children’s reading compared to family interactions and parent’s education. The validity of the indicator ‘family interaction’ (operationalized by time parents use on joint meals and family conversations) to predict children’s reading habits is limited. Overall, the findings may have implications for reading interventions that in particular address the family as an informal institution for reading socialisation.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"28 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280216","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}
Continual exposure to challenging behaviour, i.c. from parents, can seriously deplete the teacher’s emotional and physical resources, leading to self-doubt, loss of satisfaction from teaching, impulsivity, rigidity or feelings of anger and guilt. Research on teacher stress has largely focused on environmental and contextual factors while ignoring personality characteristics of teachers. In this study, we examined teacher’s perceptions of their own ability to handle challenging parent behaviour and to establish positive relationships as a possible influence on the quality of teacher-parent relationships. Using a canonical correlation method, we found that unsatisfied parents, overprotective parents, neglectful parents and excessively worried parents have the largest impact on teacher stress. Teachers who experience stress from challenging parent behaviour, suffer mostly from negative feelings toward parents, frustration on working with parents, loss of satisfaction with teaching and to a lesser extent health problems. The data for this research was collected in February and March 2007, amongst 212 elementary school teachers in the middle and middle-east region and urban agglomeration of Western-Holland, the Netherlands. The main aim of this research project is to identify at risk teachers (i.e. those most vulnerable to the presence of behaviourally challenging parents) so that interventions, both in initial teacher training as well as in in-service training, can be applied to help them develop adequate attitudes and coping skills.
{"title":"Challenging parents, teacher occupational stress and health in Dutch primary schools","authors":"Bette Prakke, Arie van Peet, K. V. D. Wolf","doi":"10.54195/ijpe.18247","DOIUrl":"https://doi.org/10.54195/ijpe.18247","url":null,"abstract":"Continual exposure to challenging behaviour, i.c. from parents, can seriously deplete the teacher’s emotional and physical resources, leading to self-doubt, loss of satisfaction from teaching, impulsivity, rigidity or feelings of anger and guilt. Research on teacher stress has largely focused on environmental and contextual factors while ignoring personality characteristics of teachers. In this study, we examined teacher’s perceptions of their own ability to handle challenging parent behaviour and to establish positive relationships as a possible influence on the quality of teacher-parent relationships. Using a canonical correlation method, we found that unsatisfied parents, overprotective parents, neglectful parents and excessively worried parents have the largest impact on teacher stress. Teachers who experience stress from challenging parent behaviour, suffer mostly from negative feelings toward parents, frustration on working with parents, loss of satisfaction with teaching and to a lesser extent health problems. The data for this research was collected in February and March 2007, amongst 212 elementary school teachers in the middle and middle-east region and urban agglomeration of Western-Holland, the Netherlands. The main aim of this research project is to identify at risk teachers (i.e. those most vulnerable to the presence of behaviourally challenging parents) so that interventions, both in initial teacher training as well as in in-service training, can be applied to help them develop adequate attitudes and coping skills.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"15 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279698","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}
In light of cognitive and social advantages of thinking upon forms and meanings of the relationship between a subject and a place of its acting, and in light of my personal inexhaustible interest in the pedagogy of place (Mendel, 2006), I found it tempting to make an attempt of describing the existence (ontology) of a school in a specific place by using phenomenological and hermeneutical analyses. My aim was to academically describe how a school happens in a specific place, being a community event, or a social drama (Turner, 1974). I have made such an attempt and in this text I make an effort to present such a description by referring to a school situated in a Polish village; a school raison d’être of which is nowadays endangered; a school which is “too small” and the existence of which is refused in view of the poverty of Polish communes. As a researcher I decided that my research material will be various phenomena, that is various aspects of the school’s life embraced in available narrations. On the one hand, by describing, I tell the story of the school but, simultaneously, I analyze the story material (contents of narration). This is how my microhistory is created (Domańska, 2005). On the other hand, I reconstruct the unique picture of minischools created through the exchange of meanings which happens within the space of this story. It is a story about schools which firstly are doomed to be closed down as they are unprofitable and later are saved by social forces through being created a new within a new legal framework (by an association). Consequently, because of the fact that main characters of this story proved to be parents who – as all people of the post-communist Poland – look with hope at their sense of agency and a democratic aspect of the order in which they live, the text can be perceived as a microhistory of democracy.
{"title":"Polish minischools. Microhistories of democracy and portraits of parental involvement","authors":"Maria Mendel","doi":"10.54195/ijpe.18196","DOIUrl":"https://doi.org/10.54195/ijpe.18196","url":null,"abstract":"In light of cognitive and social advantages of thinking upon forms and meanings of the relationship between a subject and a place of its acting, and in light of my personal inexhaustible interest in the pedagogy of place (Mendel, 2006), I found it tempting to make an attempt of describing the existence (ontology) of a school in a specific place by using phenomenological and hermeneutical analyses. My aim was to academically describe how a school happens in a specific place, being a community event, or a social drama (Turner, 1974). I have made such an attempt and in this text I make an effort to present such a description by referring to a school situated in a Polish village; a school raison d’être of which is nowadays endangered; a school which is “too small” and the existence of which is refused in view of the poverty of Polish communes. As a researcher I decided that my research material will be various phenomena, that is various aspects of the school’s life embraced in available narrations. On the one hand, by describing, I tell the story of the school but, simultaneously, I analyze the story material (contents of narration). This is how my microhistory is created (Domańska, 2005). On the other hand, I reconstruct the unique picture of minischools created through the exchange of meanings which happens within the space of this story. It is a story about schools which firstly are doomed to be closed down as they are unprofitable and later are saved by social forces through being created a new within a new legal framework (by an association). Consequently, because of the fact that main characters of this story proved to be parents who – as all people of the post-communist Poland – look with hope at their sense of agency and a democratic aspect of the order in which they live, the text can be perceived as a microhistory of democracy.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279790","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 article presents findings from an investigation in southern Norway that sought to provide insight into diverse forms of collaboration on behalf of children with severe disabilities in preschool. The use of individual plans (IP) for preschool-age children is relatively new in Norway, and is being widely promoted as a tool for facilitating collaboration and support from multiple sectors. We employed a case study approach involving observations and semi-structured interviews with 5 members of the IP team supporting a 5 year-old girl with a severe disability. Using qualitative content analysis we determined relevant themes from transcribed interviews and field notes. Participants included the child's mother and father, preschool teacher, special educator, and the municipal public health nurse who also acted as the IP coordinator. We conclude that in its current form the IP in this case had little relevance for participants and did little to contribute to providing this child with the individually adapted support that the policy was intended to facilitate.
本文介绍了在挪威南部进行的一项调查的结果，该调查旨在深入了解学龄前严重残疾儿童的各种合作形式。在挪威，学龄前儿童个人计划（IP）的使用相对较新，目前正被广泛推广为一种促进多部门合作与支持的工具。我们采用了案例研究的方法，包括观察和半结构化访谈，访谈对象是为一名5岁重度残疾女孩提供支持的个人计划团队的5名成员。通过定性内容分析，我们从转录的访谈和现场笔记中确定了相关主题。参与访谈的人员包括孩子的父母、学前班教师、特殊教育工作者以及市公共卫生护士（同时也是 IP 协调员）。我们得出的结论是，在本案例中，当前形式的综合方案与参与者关系不大，对为该儿童提供该政策旨在促进的个性化支持也没有什么帮助。
{"title":"The Policy Implementation Challenges of Individual Plans for Preschool Children with Disabilities","authors":"David L. Cameron, A. D. Tveit","doi":"10.54195/ijpe.18171","DOIUrl":"https://doi.org/10.54195/ijpe.18171","url":null,"abstract":"This article presents findings from an investigation in southern Norway that sought to provide insight into diverse forms of collaboration on behalf of children with severe disabilities in preschool. The use of individual plans (IP) for preschool-age children is relatively new in Norway, and is being widely promoted as a tool for facilitating collaboration and support from multiple sectors. We employed a case study approach involving observations and semi-structured interviews with 5 members of the IP team supporting a 5 year-old girl with a severe disability. Using qualitative content analysis we determined relevant themes from transcribed interviews and field notes. Participants included the child's mother and father, preschool teacher, special educator, and the municipal public health nurse who also acted as the IP coordinator. We conclude that in its current form the IP in this case had little relevance for participants and did little to contribute to providing this child with the individually adapted support that the policy was intended to facilitate.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"113 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279816","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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