Some of the ideas in these comments are drawn from one of the chapters I wrote for in Beyond the Bake Sale. Please, understand that I don’t intend to offer here a formal scholarly paper that could pass any vigorous review by ERNAPE. I simply offer some personal and informal ideas. I am also not going to offer examples and how-to- do-it tips or research results as these are all available in the Bake Sale book that my colleagues and I have put forward and in its new Portuguese sibling (entitled A Escola também se vive cá fora) or in hundreds of other books on-line and in print, and reports and the papers from this and earlier ERNAPE conferences.
这些评论中的一些观点来自我为《Beyond the Bake Sale》撰写的其中一章。请理解，我并不打算在这里提供一篇能够通过 ERNAPE 严格审查的正式学术论文。我只是提供一些个人的、非正式的想法。我也不打算提供实例、如何操作的技巧或研究成果，因为这些都可以在我和我的同事们出版的《烘焙销售》一书及其葡萄牙语新书（名为《A Escola também se vive cá fora》）中找到，或者在其他数百本在线和印刷书籍、报告以及本次和以前的 ERNAPE 会议论文中找到。
{"title":"Thoughts about Democracy and Schools","authors":"Don Davies","doi":"10.54195/ijpe.18207","DOIUrl":"https://doi.org/10.54195/ijpe.18207","url":null,"abstract":"Some of the ideas in these comments are drawn from one of the chapters I wrote for in Beyond the Bake Sale. Please, understand that I don’t intend to offer here a formal scholarly paper that could pass any vigorous review by ERNAPE. I simply offer some personal and informal ideas. I am also not going to offer examples and how-to- do-it tips or research results as these are all available in the Bake Sale book that my colleagues and I have put forward and in its new Portuguese sibling (entitled A Escola também se vive cá fora) or in hundreds of other books on-line and in print, and reports and the papers from this and earlier ERNAPE conferences.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279597","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 is about parental associations and their impact on educational developments regarding the education of disabled children in Cyprus. It mainly comments upon parents’ conceptualisations of disabled children’s rights which guided their responses to education politics. The historical and interpretative nature of this paper is achieved by building arguments through interpreting qualitative data covering the period 1970-2007. Four periods associated with important developments were identified to facilitate understanding of parental involvement in politics: early forms of parental mobilization, parents’ groups acting as ‘non-pressure’ groups, parental power through networking and resolving issues of identity and power between parents’ pressure groups. The paper ends with a critical discussion of parental involvement in education politics in relation to the nature of parents’ associations which constitute this evolving pressure group.
{"title":"Parental associations and education politics regarding disability: the case of Cyprus","authors":"S. Symeonidou","doi":"10.54195/ijpe.18264","DOIUrl":"https://doi.org/10.54195/ijpe.18264","url":null,"abstract":"This paper is about parental associations and their impact on educational developments regarding the education of disabled children in Cyprus. It mainly comments upon parents’ conceptualisations of disabled children’s rights which guided their responses to education politics. The historical and interpretative nature of this paper is achieved by building arguments through interpreting qualitative data covering the period 1970-2007. Four periods associated with important developments were identified to facilitate understanding of parental involvement in politics: early forms of parental mobilization, parents’ groups acting as ‘non-pressure’ groups, parental power through networking and resolving issues of identity and power between parents’ pressure groups. The paper ends with a critical discussion of parental involvement in education politics in relation to the nature of parents’ associations which constitute this evolving pressure group.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"32 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279769","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}
Starting school is a significant turn-point in the life of every child, especially so for children with speech-linguistic impairments (SLI) and their parents. The cooperation between the parents and the teacher heavily influences school attainments of such children. This, of course, means that constant help of professional speech therapists is also necessary in order to eliminate or reduce maximally the consequences of the detected disorders. School attainment of these students is largely determined by their speech-linguistic development and particular impairments. Hence this paper focuses on basic manifestations of the most common disorders and, in the same context, on the duties of the teacher in relation to the parents of the SLI children. It is necessary that the teacher achieve a continuous cooperation with the parents in order to enable the SLI students to integrate into school environment as fully as possible. Suggested are some measures for improving the quality of teacher-parent relations which can stimulate the progress and development of the SLI students, especially in the sphere of their socio-emotional development. This includes the development of their emotional stability, sense of security, acceptance and satisfaction.
{"title":"Cooperation between school and parents of SLI children","authors":"Emina M. Kopas-Vukašinović","doi":"10.54195/ijpe.18262","DOIUrl":"https://doi.org/10.54195/ijpe.18262","url":null,"abstract":"Starting school is a significant turn-point in the life of every child, especially so for children with speech-linguistic impairments (SLI) and their parents. The cooperation between the parents and the teacher heavily influences school attainments of such children. This, of course, means that constant help of professional speech therapists is also necessary in order to eliminate or reduce maximally the consequences of the detected disorders. School attainment of these students is largely determined by their speech-linguistic development and particular impairments. Hence this paper focuses on basic manifestations of the most common disorders and, in the same context, on the duties of the teacher in relation to the parents of the SLI children. It is necessary that the teacher achieve a continuous cooperation with the parents in order to enable the SLI students to integrate into school environment as fully as possible. Suggested are some measures for improving the quality of teacher-parent relations which can stimulate the progress and development of the SLI students, especially in the sphere of their socio-emotional development. This includes the development of their emotional stability, sense of security, acceptance and satisfaction.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279788","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}
There is a general consensus among contemporary social scientists that social trust is important(Alexander, 2003; Coleman, 1990; Delhey & Newton, 2003; Huang, 2003; Putnam, 1993). In thecontext of education, trust was seen as a goal and a tool for school improvement (Meier, 2002; Brown, 1998; Schneider & Bryk, 2002). This paper examines teachers’ trust in schools and the factors related to their level of trust. Results of factor analysis show that 19 items measuring teachers’ trust can be categorized into four factors of relational trust: “teachers trust on students”; “parents trust on teachers”; “teachers trust on parent” and “teachers trust on parental involvement”. Results from descriptive analysis indicated that teachers in general hold a positive attitude toward the students and their parents, and majority of teachers are also quite positive towards parents’ support and the mutual respect between teacher and parents in Hong Kong. Results from the hierarchical regression analysis suggested that parent social background factors (SES), but not teachers’ background factors, has the strongest association with teachers’ level of trust. The results suggested that upper-class students are more likely to have higher level of trust on student, trust on parent and trust on parental involvement. However, teachers are more likely work harder to establish trust relationship with parents from working class students. Moreover, the seven types of home-school-community collaboration appears to have different contribution to the dimensions of relational trust in Hong Kong elementary schools even after background factors have taken into account.
{"title":"Building trust in elementary schools: the impact of home school community collaboration","authors":"E. Ho, Sui Chu","doi":"10.54195/ijpe.18244","DOIUrl":"https://doi.org/10.54195/ijpe.18244","url":null,"abstract":"There is a general consensus among contemporary social scientists that social trust is important(Alexander, 2003; Coleman, 1990; Delhey & Newton, 2003; Huang, 2003; Putnam, 1993). In thecontext of education, trust was seen as a goal and a tool for school improvement (Meier, 2002; Brown, 1998; Schneider & Bryk, 2002). This paper examines teachers’ trust in schools and the factors related to their level of trust. Results of factor analysis show that 19 items measuring teachers’ trust can be categorized into four factors of relational trust: “teachers trust on students”; “parents trust on teachers”; “teachers trust on parent” and “teachers trust on parental involvement”. Results from descriptive analysis indicated that teachers in general hold a positive attitude toward the students and their parents, and majority of teachers are also quite positive towards parents’ support and the mutual respect between teacher and parents in Hong Kong. Results from the hierarchical regression analysis suggested that parent social background factors (SES), but not teachers’ background factors, has the strongest association with teachers’ level of trust. The results suggested that upper-class students are more likely to have higher level of trust on student, trust on parent and trust on parental involvement. However, teachers are more likely work harder to establish trust relationship with parents from working class students. Moreover, the seven types of home-school-community collaboration appears to have different contribution to the dimensions of relational trust in Hong Kong elementary schools even after background factors have taken into account.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279801","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 a project of qualitative social research we analyse the interviews with eight principals of Swiss primary schools. We analyse the attitudes and the practice of parent involvement in these schools, which depend on the socioeconomic status of the community, the professional experience and the actual management style of the school director. We found a great variety of practices that are based on different attitudes on how to interact with parents. We can see a dichotomy of strategies: one is the way how the principals deal with parents who relate to the school to enforce their individual interests in their own child or its success at school. The other one concerns parents who obviously do not cooperate with the school. Patterns of best practice are analysed and will be used as a material to train student teachers. The practice of the principal is not only determined by the parents and the social context of the school. The biographical and the professional experience of the principal, the management style, which means the formation of the school culture and networking in the community, represent an important part of the practice of a principal.
{"title":"Parent Involvement – the practice of principals in lower primary schools in Switzerland","authors":"Martin Straumann, Jan Egger","doi":"10.54195/ijpe.18183","DOIUrl":"https://doi.org/10.54195/ijpe.18183","url":null,"abstract":"In a project of qualitative social research we analyse the interviews with eight principals of Swiss primary schools. We analyse the attitudes and the practice of parent involvement in these schools, which depend on the socioeconomic status of the community, the professional experience and the actual management style of the school director. We found a great variety of practices that are based on different attitudes on how to interact with parents. We can see a dichotomy of strategies: one is the way how the principals deal with parents who relate to the school to enforce their individual interests in their own child or its success at school. The other one concerns parents who obviously do not cooperate with the school. Patterns of best practice are analysed and will be used as a material to train student teachers. The practice of the principal is not only determined by the parents and the social context of the school. The biographical and the professional experience of the principal, the management style, which means the formation of the school culture and networking in the community, represent an important part of the practice of a principal.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279805","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}
Parents have incessant interest in the education of their children. But, what makes some parents different is their ability to go beyond implicit and conventional norms of parental responsibility for the well being of their children. Parental involvement is subjective in nature and difficult to evaluate. However, in the present paper the author provides a mechanism through which parental involvement is evaluated from an ethnocentric approach. In this study, parents were selected by teachers and interviewed on the basis of a semi-structured questionnaire. A brief note of case studies leading to a conceptual frame of parental involvement is presented in this paper. The parental involvement here is connotated as going beyond one’s own capacity through perseverance and compromise of one’s own interest for the education of children, which may have a positive impact on other children and parents.
{"title":"Parents Involvement in the Education of their Children: Indicators of Level of Involvement","authors":"Y. Sreekanth","doi":"10.54195/ijpe.18173","DOIUrl":"https://doi.org/10.54195/ijpe.18173","url":null,"abstract":"Parents have incessant interest in the education of their children. But, what makes some parents different is their ability to go beyond implicit and conventional norms of parental responsibility for the well being of their children. Parental involvement is subjective in nature and difficult to evaluate. However, in the present paper the author provides a mechanism through which parental involvement is evaluated from an ethnocentric approach. In this study, parents were selected by teachers and interviewed on the basis of a semi-structured questionnaire. A brief note of case studies leading to a conceptual frame of parental involvement is presented in this paper. The parental involvement here is connotated as going beyond one’s own capacity through perseverance and compromise of one’s own interest for the education of children, which may have a positive impact on other children and parents.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"100 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279828","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 object of the study is the Rom/gypsy/ camp in Palermo, Sicily, in the south of Italy, where three groups of so-called “gypsies” or “travellers” live together; they originally came from the Balkans and have been settled in this zone for twenty years. Out of a population of about 300 individuals, as many as 55 children go to 7 different schools. The study is carried out using the anthropological method of participant observation. The aim of the research, which is still going on, is to monitor the progress of their schooling and to study their parents’ roles; particular attention is given to the fundamental interplay of relationships and socio-educational intervention in the capable hands of volunteers and the public administration. In fact, the latter have represented and continue to represent a solid support network during this process of encouraging the Rom/gypsy families to send their children to school. This support is needed right from the initial accompanying phase, and especially during the delicate support phase, from the moment the children pass from the Rom/gypsy world to the non-Rom/gypsy world of the “others”, the gagé.
{"title":"Childhood in a rom/gypsy camp in southern-Italy:an anthropological perspective","authors":"Elisabetta Di Giovanni","doi":"10.54195/ijpe.18273","DOIUrl":"https://doi.org/10.54195/ijpe.18273","url":null,"abstract":"The object of the study is the Rom/gypsy/ camp in Palermo, Sicily, in the south of Italy, where three groups of so-called “gypsies” or “travellers” live together; they originally came from the Balkans and have been settled in this zone for twenty years. Out of a population of about 300 individuals, as many as 55 children go to 7 different schools. The study is carried out using the anthropological method of participant observation. The aim of the research, which is still going on, is to monitor the progress of their schooling and to study their parents’ roles; particular attention is given to the fundamental interplay of relationships and socio-educational intervention in the capable hands of volunteers and the public administration. In fact, the latter have represented and continue to represent a solid support network during this process of encouraging the Rom/gypsy families to send their children to school. This support is needed right from the initial accompanying phase, and especially during the delicate support phase, from the moment the children pass from the Rom/gypsy world to the non-Rom/gypsy world of the “others”, the gagé.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"9 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279928","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 compares discussions in online forums on the parenting of young children in France and Israel through a cross-national perspective. We mapped and coded the activity in four major forums on early-age parenting, two in each country, during two months (N= 3,244 posts). Analysis of the posts revealed that, overall, parents in both countries focused more on children than on parenting issues and were mostly interested in their children’s educational settings. French participants discussed cognitive and developmental issues more than Israelis parents, whereas Israeli parents were more concerned with social-emotional development and parenting issues than the French participants. Results are discussed from a cross-national perspective, and practical implications are suggested, relating to a safe and empowering virtual space where parents and professionals assist parents of young children from different cultural backgrounds to adjust to their particular needs, interests and expectations.
{"title":"Forums for Parents of Young Children: Parents’ Online Conversations in Israel and France","authors":"P. Chen, D. Aram, Michal Tannenbau","doi":"10.54195/ijpe.18228","DOIUrl":"https://doi.org/10.54195/ijpe.18228","url":null,"abstract":"This paper compares discussions in online forums on the parenting of young children in France and Israel through a cross-national perspective. We mapped and coded the activity in four major forums on early-age parenting, two in each country, during two months (N= 3,244 posts). Analysis of the posts revealed that, overall, parents in both countries focused more on children than on parenting issues and were mostly interested in their children’s educational settings. French participants discussed cognitive and developmental issues more than Israelis parents, whereas Israeli parents were more concerned with social-emotional development and parenting issues than the French participants. Results are discussed from a cross-national perspective, and practical implications are suggested, relating to a safe and empowering virtual space where parents and professionals assist parents of young children from different cultural backgrounds to adjust to their particular needs, interests and expectations.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"10 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279985","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 South African Schools Act of 1996 mandates the establishment of school governing bodies (SGBs) comprising parents, educators and non-educator members of staff. Since parents form the majority on SGBs they have been placed in a powerful position and are able to influence the school budget, language policy, discipline and the appointment and promotion of teaching and administrative staff. In addition, the new structure of school governance provides the opportunity to establish a new relationship between the state and parents, set a new direction for education, and provide a learning space where the critical skills of civic capacity might be extended. This paper examines the extent to which this has been achieved. Data was obtained by means of a questionnaire completed by parents and teachers, followed by in-depth interviews with selected principals and school governing body members. Findings suggest that problems still exist around issues of marginalisation of black parents in racially mixed schools, levels of education of parent governors, poverty and lack of resources in rural communities and a lack of understanding between governance and management of schools. Ways in which the rights and roles of parents in school governance can be improved are included in the paper.
{"title":"The rights and roles of parents on school governing bodies in South Africa","authors":"N. Wyk","doi":"10.54195/ijpe.18259","DOIUrl":"https://doi.org/10.54195/ijpe.18259","url":null,"abstract":"The South African Schools Act of 1996 mandates the establishment of school governing bodies (SGBs) comprising parents, educators and non-educator members of staff. Since parents form the majority on SGBs they have been placed in a powerful position and are able to influence the school budget, language policy, discipline and the appointment and promotion of teaching and administrative staff. In addition, the new structure of school governance provides the opportunity to establish a new relationship between the state and parents, set a new direction for education, and provide a learning space where the critical skills of civic capacity might be extended. This paper examines the extent to which this has been achieved. Data was obtained by means of a questionnaire completed by parents and teachers, followed by in-depth interviews with selected principals and school governing body members. Findings suggest that problems still exist around issues of marginalisation of black parents in racially mixed schools, levels of education of parent governors, poverty and lack of resources in rural communities and a lack of understanding between governance and management of schools. Ways in which the rights and roles of parents in school governance can be improved are included in the paper.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280013","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 describes the findings of a comparative study of rural and urban communities in Cyprus concerning the perceptions of primary school teachers and community stakeholders as regards school–community relations. The data were collected via a semi-structured interviewing technique amongst primary school teachers and community stakeholders. The analysis of the qualitative data demonstrates that both primary teachers and community stakeholders whether in a rural or an urban area consider school– community cooperation as a positive and important factor in their respective spheres of interest. However, teachers were found to maintain a more conservative stance towards relationships with the local community, believing that their professional autonomy is threatened by interferences of community stakeholders and agents. Furthermore, there was a divergence of perceptions between rural participants and their urban counterparts as regards to the extent to which such a cooperation should take place; both teachers and community stakeholders in rural areas seemed to be more willing to extend their communication and their relations in additional fields. On the contrary, teachers and community stakeholders in urban sites seemed more conservative towards such a situation; they regard that such a cooperation and such relations should be limited. The findings come to validate similar findings reported in the limited literature in Cyprus (Georgiou, 1998; Symeou, 2002) and indicate that there is a lot of ground to be covered towards extending and improving school–community relations for the benefit of all institutions concerned.
{"title":"Promoting closer ties and cooperation between the school, the family and the community in the framework of intercultural education","authors":"Pavlina Hadjitheodoulou-Loizidou, Loizos Symeou","doi":"10.54195/ijpe.18251","DOIUrl":"https://doi.org/10.54195/ijpe.18251","url":null,"abstract":"This paper describes the findings of a comparative study of rural and urban communities in Cyprus concerning the perceptions of primary school teachers and community stakeholders as regards school–community relations. The data were collected via a semi-structured interviewing technique amongst primary school teachers and community stakeholders. The analysis of the qualitative data demonstrates that both primary teachers and community stakeholders whether in a rural or an urban area consider school– community cooperation as a positive and important factor in their respective spheres of interest. However, teachers were found to maintain a more conservative stance towards relationships with the local community, believing that their professional autonomy is threatened by interferences of community stakeholders and agents. Furthermore, there was a divergence of perceptions between rural participants and their urban counterparts as regards to the extent to which such a cooperation should take place; both teachers and community stakeholders in rural areas seemed to be more willing to extend their communication and their relations in additional fields. On the contrary, teachers and community stakeholders in urban sites seemed more conservative towards such a situation; they regard that such a cooperation and such relations should be limited. The findings come to validate similar findings reported in the limited literature in Cyprus (Georgiou, 1998; Symeou, 2002) and indicate that there is a lot of ground to be covered towards extending and improving school–community relations for the benefit of all institutions concerned.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"55 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280075","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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