In the past decades, mobile communication has been one of the fastest growing businesses in the world. In Italy, like in others European countries, there are more mobile phones than inhabitants. Everyone is able to use a mobile phone (contrary to a computer, the simple training necessary to use a cell-phone is done quickly and informally). Mobile communication has become an important part of our everyday life. In schools, mobile phones are generally considered to be a nuisance; but given their pervasive diffusion, they could also be used as a means to foster parent-teacher communication. In our paper, the results of three focus groups are presented, showing different and sometimes conflicting expectations and attitudes of teachers, parents and students toward a mobile-mediated home-school partnership.
{"title":"Mobile-mediated home-school partnership: attitudes and expectations of teachers, parents and students","authors":"S. Castelli, M. Pieri","doi":"10.54195/ijpe.18266","DOIUrl":"https://doi.org/10.54195/ijpe.18266","url":null,"abstract":"In the past decades, mobile communication has been one of the fastest growing businesses in the world. In Italy, like in others European countries, there are more mobile phones than inhabitants. Everyone is able to use a mobile phone (contrary to a computer, the simple training necessary to use a cell-phone is done quickly and informally). Mobile communication has become an important part of our everyday life. In schools, mobile phones are generally considered to be a nuisance; but given their pervasive diffusion, they could also be used as a means to foster parent-teacher communication. In our paper, the results of three focus groups are presented, showing different and sometimes conflicting expectations and attitudes of teachers, parents and students toward a mobile-mediated home-school partnership.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279872","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 uses data from the NICHD study of Early Child Care to investigate how exposure to different home and childcare/school environmental settings are associated with children’s trajectories of externalizing problem from age 2 to age 12. The sample included 1232 children (52% male). Different classes of children exhibiting low, moderate desisting, moderate, high desisting and chronic externalizing problems across the 10 year period were identified. Boys were more likely to be identified in the chronic group and girls in the low group. Furthermore, the findings suggested that the chronic externalizing problems group was also at high risk for experiencing a negative home environment across time, being born into a low familial socio-economic environment, and for experiencing a low quality classroom environment during middle childhood. Therefore, the quality of both the home and school environment are important for identifying these children at high and continuous risk for externalizing psychopathology. Finally, the findings suggested that the quality of the child’s home environment had the more pervasive consequences for the establishment and continuation of externalizing problems in comparison to the quality of the child’s childcare environment.
{"title":"The relation of home and childcare/school environment to differential trajectories of externalizing problems","authors":"K. Fanti, Christopher C. Henrich","doi":"10.54195/ijpe.18257","DOIUrl":"https://doi.org/10.54195/ijpe.18257","url":null,"abstract":"This paper uses data from the NICHD study of Early Child Care to investigate how exposure to different home and childcare/school environmental settings are associated with children’s trajectories of externalizing problem from age 2 to age 12. The sample included 1232 children (52% male). Different classes of children exhibiting low, moderate desisting, moderate, high desisting and chronic externalizing problems across the 10 year period were identified. Boys were more likely to be identified in the chronic group and girls in the low group. Furthermore, the findings suggested that the chronic externalizing problems group was also at high risk for experiencing a negative home environment across time, being born into a low familial socio-economic environment, and for experiencing a low quality classroom environment during middle childhood. Therefore, the quality of both the home and school environment are important for identifying these children at high and continuous risk for externalizing psychopathology. Finally, the findings suggested that the quality of the child’s home environment had the more pervasive consequences for the establishment and continuation of externalizing problems in comparison to the quality of the child’s childcare environment.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"88 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279877","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 coordinated approach involving both school and families is essential for education to be successful. Mutual support and the satisfaction to teachers and parents alike are particularly important in the area of education in values. We carry out a pilot study, from which we obtained enough information to design and apply family education programmes in the future. In this paper, we explain the design and implementation of the programme: 1) a brief state of the question and a review of some recent bibliography; 2) the stages in which this pilot project was put into practice; 3) some conclusions will be drawn as a guide for future work in this area. The school with which we made our action-research agreement was San Viator (Vitoria, Spain), an independent school with some public funding. The headmaster, the coordinator, and the school counsellor were the professionals who collaborated directly with our project. The educational goal was to provide guidance for parents with children in years 3 and 4 (aged 8 to 10), and the school itself invited these parents to take part in the programme. Out of 75 families at the school, 40 expressed interest, 26 (fathers and mothers) took part in the diagnosis, and 12 mothers participated in the programme.
{"title":"Social Values and Authority in Education: Collaboration between School and Families","authors":"A. Bernal, Carmen Urpí, S. Rivas, R. Repáraz","doi":"10.54195/ijpe.18187","DOIUrl":"https://doi.org/10.54195/ijpe.18187","url":null,"abstract":"A coordinated approach involving both school and families is essential for education to be successful. Mutual support and the satisfaction to teachers and parents alike are particularly important in the area of education in values. We carry out a pilot study, from which we obtained enough information to design and apply family education programmes in the future. In this paper, we explain the design and implementation of the programme: 1) a brief state of the question and a review of some recent bibliography; 2) the stages in which this pilot project was put into practice; 3) some conclusions will be drawn as a guide for future work in this area. The school with which we made our action-research agreement was San Viator (Vitoria, Spain), an independent school with some public funding. The headmaster, the coordinator, and the school counsellor were the professionals who collaborated directly with our project. The educational goal was to provide guidance for parents with children in years 3 and 4 (aged 8 to 10), and the school itself invited these parents to take part in the programme. Out of 75 families at the school, 40 expressed interest, 26 (fathers and mothers) took part in the diagnosis, and 12 mothers participated in the programme.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"90 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279959","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 analyses home-school-community links from three different standpoints: education policies, schools and families. The paper provides empirical evidence on how education policies, schools and families operate in the Mexican context. Evidence from this study suggests that the interrelationship between these three standpoints is not equal and constant. Although it could be argued that ideally these should have a balanced relation, evidence from this study reveals that a bottom-up intervention is, in practice, more difficult to achieve considering that it is difficult for families to influence education policies and change school practices. The paper claims that studies on home-school-community links should critically explore the interrelation between education policies, schools and families in order to unveil inequalities within home-school-community links.
{"title":"The purpose of this paper is to analyze and discuss preschool teachers’ supportive approaches when supporting parents within their profession. Questions addressed are; what kind of supporting approaches do preschool teachers practice to strengthen parents","authors":"M. C. Azaola","doi":"10.54195/ijpe.18170","DOIUrl":"https://doi.org/10.54195/ijpe.18170","url":null,"abstract":"This paper analyses home-school-community links from three different standpoints: education policies, schools and families. The paper provides empirical evidence on how education policies, schools and families operate in the Mexican context. Evidence from this study suggests that the interrelationship between these three standpoints is not equal and constant. Although it could be argued that ideally these should have a balanced relation, evidence from this study reveals that a bottom-up intervention is, in practice, more difficult to achieve considering that it is difficult for families to influence education policies and change school practices. The paper claims that studies on home-school-community links should critically explore the interrelation between education policies, schools and families in order to unveil inequalities within home-school-community links.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"3 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279994","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}
Living with a child with Specific Learning Disabilities (SLD) can be highly demanding or frustrating at times. In this paper we focus on the everyday reality and demands on the parents, their relationship with their children, and their reflection on these experiences. Through semi-structured focus-group interviews, we collected data from 15 parents (13 mothers and two fathers) in groups of 4-6 individuals. The two major questions around which the interviews were structured were 1) How did the child’s Specific Learning Disabilities impact on the everyday life of the family and especially of the parents? 2) What would they need and what would they do differently, if they could go back in time, to support their child? Based on the analyses of the interviews, three major issues were revealed: the high time-demands and therefore, lack of leisure-personal time, the lack of knowledge regarding SLD, and the retrospective regret and guilt of the parents. All parents appeared to struggle to balance between two, conflicting roles: the parent and the teacher roles. Lookingback, they strongly regrettedthepressure they had asserted on their children, often leading to verbal and even physical abuse.
{"title":"Being a Parent and not a Teacher: the Case of Specific Learning Disabilities","authors":"Susana Padeliadou, Anastasia Chideridou","doi":"10.54195/ijpe.18211","DOIUrl":"https://doi.org/10.54195/ijpe.18211","url":null,"abstract":"Living with a child with Specific Learning Disabilities (SLD) can be highly demanding or frustrating at times. In this paper we focus on the everyday reality and demands on the parents, their relationship with their children, and their reflection on these experiences. Through semi-structured focus-group interviews, we collected data from 15 parents (13 mothers and two fathers) in groups of 4-6 individuals. The two major questions around which the interviews were structured were 1) How did the child’s Specific Learning Disabilities impact on the everyday life of the family and especially of the parents? 2) What would they need and what would they do differently, if they could go back in time, to support their child? Based on the analyses of the interviews, three major issues were revealed: the high time-demands and therefore, lack of leisure-personal time, the lack of knowledge regarding SLD, and the retrospective regret and guilt of the parents. All parents appeared to struggle to balance between two, conflicting roles: the parent and the teacher roles. Lookingback, they strongly regrettedthepressure they had asserted on their children, often leading to verbal and even physical abuse.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"87 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280049","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}
Having parental support in a child’s education is very important. Parents are, and can be, a valuable force when it comes to their child’s education. The purpose of this study was to investigate parent’s knowledge of appropriate practices in their child’s elementary physical education classes. The data were obtained by surveying 311 parents. Parents were asked to complete a 40-statement survey dealing with appropriate practices in elementary physical education. The data showed that parents tended to correctly identify appropriate practices in their child’s elementary physical education class. Yet, from the 40 survey statements, six statements were incorrectly answered by a majority of parents. It is hoped, if parents are more educated regarding their child’s physical education experience, then there is a greater chance they will be more willing to support, or continue to support, elementary physical education in their child’s education.
{"title":"Parents Knowledge of Appropriate Teaching Practices in Elementary School Physical Education Programs","authors":"David Barney, F. Pleban","doi":"10.54195/ijpe.18164","DOIUrl":"https://doi.org/10.54195/ijpe.18164","url":null,"abstract":"Having parental support in a child’s education is very important. Parents are, and can be, a valuable force when it comes to their child’s education. The purpose of this study was to investigate parent’s knowledge of appropriate practices in their child’s elementary physical education classes. The data were obtained by surveying 311 parents. Parents were asked to complete a 40-statement survey dealing with appropriate practices in elementary physical education. The data showed that parents tended to correctly identify appropriate practices in their child’s elementary physical education class. Yet, from the 40 survey statements, six statements were incorrectly answered by a majority of parents. It is hoped, if parents are more educated regarding their child’s physical education experience, then there is a greater chance they will be more willing to support, or continue to support, elementary physical education in their child’s education.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"72 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280220","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 New Zealand, during the last decade, there has been a focus on improving home-school partnerships to help raise literacy achievement. When parents are aware of what is happening in the classroom to support their child’s reading development and learning, parents can put strategies in place to further endorse learning in the home environment. The article explores the issues surrounding the role of parents in the literacy learning of their children, particularly those of young adolescent students. Twenty seven parents of students in years seven and eight were randomly selected by the principals at six New Zealand schools. The schools represented a wide range of school types. The parents were interviewed using a semi - structured schedule. The research found that there was a link between parents who enjoyed reading and modeled this in their home environment to their child’s perceived interest and success in reading achievement. Fathers often were a powerful model for their children, more particularly their sons, when in developing attitudes towards the value and interest in reading for leisure or information.
{"title":"Supporting 11 to 13 year old students’ reading: perceptions of parents","authors":"Karen Nicholas, Jo Fletcher, Faye Parkhill","doi":"10.54195/ijpe.18200","DOIUrl":"https://doi.org/10.54195/ijpe.18200","url":null,"abstract":"In New Zealand, during the last decade, there has been a focus on improving home-school partnerships to help raise literacy achievement. When parents are aware of what is happening in the classroom to support their child’s reading development and learning, parents can put strategies in place to further endorse learning in the home environment. The article explores the issues surrounding the role of parents in the literacy learning of their children, particularly those of young adolescent students. Twenty seven parents of students in years seven and eight were randomly selected by the principals at six New Zealand schools. The schools represented a wide range of school types. The parents were interviewed using a semi - structured schedule. The research found that there was a link between parents who enjoyed reading and modeled this in their home environment to their child’s perceived interest and success in reading achievement. Fathers often were a powerful model for their children, more particularly their sons, when in developing attitudes towards the value and interest in reading for leisure or information.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279741","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 order to expand parental participation in the education of their children, teachers should be equipped with some basic and possibly new skills for communication and cooperation purposes. Schools host a very diverse population of pupils, and the purpose of the present study was therefore to attain a better understanding of what various groups of parents expect of education and the school in order to develop a framework for school strategies to involve different types of parents. The research included a review of the literature, consultation with three expert panels, a web survey of 500 school leaders, an interactive focus group, 20 case studies to identify promising practices and the identification of strategies to expand parental participation. The results showed parents in ‘white’ schools to support teachers during activities (parents as supporters). Non-minority parents and certainly those from higher social milieus were accustomed to having a say in school matters (parents as politicians). In schools with many disadvantaged pupils, in contrast, little or no attention was paid to having parents have a say in school matters. A bottleneck in ‘white’ schools was that parents do not have time to participate due to their work (career parents). A bottleneck in ‘black’ schools is that parents do not perceive themselves as qualified to participate (absentee parents). It is further shown that strategies which parallel the different types of parents can be identified for school teams to realize effective partnership relations.
{"title":"Types of parents and school strategies aimed at the creation of effective partnerships","authors":"F. Smit, G. Driessen, R. Sluiter, P. Sleegers","doi":"10.54195/ijpe.18248","DOIUrl":"https://doi.org/10.54195/ijpe.18248","url":null,"abstract":"In order to expand parental participation in the education of their children, teachers should be equipped with some basic and possibly new skills for communication and cooperation purposes. Schools host a very diverse population of pupils, and the purpose of the present study was therefore to attain a better understanding of what various groups of parents expect of education and the school in order to develop a framework for school strategies to involve different types of parents. The research included a review of the literature, consultation with three expert panels, a web survey of 500 school leaders, an interactive focus group, 20 case studies to identify promising practices and the identification of strategies to expand parental participation. The results showed parents in ‘white’ schools to support teachers during activities (parents as supporters). Non-minority parents and certainly those from higher social milieus were accustomed to having a say in school matters (parents as politicians). In schools with many disadvantaged pupils, in contrast, little or no attention was paid to having parents have a say in school matters. A bottleneck in ‘white’ schools was that parents do not have time to participate due to their work (career parents). A bottleneck in ‘black’ schools is that parents do not perceive themselves as qualified to participate (absentee parents). It is further shown that strategies which parallel the different types of parents can be identified for school teams to realize effective partnership relations.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"36 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279775","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 purpose of this paper is to analyze and discuss preschool teachers’ supportive approaches when supporting parents within their profession. Questions addressed are; what kind of supporting approaches do preschool teachers practice to strengthen parents in their parental role? Which theoretical frameworks do preschool teachers use when supporting parents in their parental role? Results, based on interviews with 30 preschool teachers in Sweden, show that the participating preschool teachers share an ambition to support and strengthen parents in their parental role. To do so preschool teachers practice and use different approaches - the teambuilding-, the reflective-, the expert-, the delimited- and the personal approach. The approaches used in practice do not, however, always serve their purpose, but on the contrary, preschool teachers may weaken parents’ self-efficacy. The different approaches also show that preschool teachers not always “preach as they teach”, using different theoretical perspectives in their collaboration with parents as they do in their own practice at preschool. The results from this study are important to reach a deeper understanding for underlying factors, as e. g. different views of children, in preschool and home collaboration.
{"title":"Supporting Parents in their Parental Role - Approaches Practiced by Preschool Teachers in Preschool","authors":"Tuula Vuorinen","doi":"10.54195/ijpe.18169","DOIUrl":"https://doi.org/10.54195/ijpe.18169","url":null,"abstract":"The purpose of this paper is to analyze and discuss preschool teachers’ supportive approaches when supporting parents within their profession. Questions addressed are; what kind of supporting approaches do preschool teachers practice to strengthen parents in their parental role? Which theoretical frameworks do preschool teachers use when supporting parents in their parental role? Results, based on interviews with 30 preschool teachers in Sweden, show that the participating preschool teachers share an ambition to support and strengthen parents in their parental role. To do so preschool teachers practice and use different approaches - the teambuilding-, the reflective-, the expert-, the delimited- and the personal approach. The approaches used in practice do not, however, always serve their purpose, but on the contrary, preschool teachers may weaken parents’ self-efficacy. The different approaches also show that preschool teachers not always “preach as they teach”, using different theoretical perspectives in their collaboration with parents as they do in their own practice at preschool. The results from this study are important to reach a deeper understanding for underlying factors, as e. g. different views of children, in preschool and home collaboration.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279792","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}
Stéphane Allaire, Thérèse Laferrière, Nadège Bikie, Christine Hamel, Émilie Labonté-Hubert, R. Deslandes, Vincent Gagnon
The importance of peer interaction for learning purposes is a well-known fact in educational theory, and a school of a small size is particularly challenged to engage same-age students in social exchange of this nature. For almost a decade, an action research partnership (Laferrière & Breuleux, 2002) has been established. A systemic approach was applied (Banathy, 1991; Engeström, 1999; Seidel & Perez, 1994). It has meant tackling an educational challenge and social one as well as distance from urban areas using the support of the Internet. Partners’ objective was to design and study (see design experiment methodology: Brown, 1992; Collins, 1992; 1999), from an ecological perspective (Nardi & O’Day, 1999). The model that was cocreated was meant to enrich interactions for learning purposes in rural schools. More concretely, with the use of information and communication technologies (ICTs), we designed a model whose purpose is to bring classrooms of different schools and regions to work and learn together. This paper focuses on two poles of results of the Remote Networked School (RNS) model: 1) the advantages of collaboration between schools from teachers’ point of view; 2) parents’ social representations of the RNS model and its value as it pertains to their children’s education.
{"title":"The Remote Networked School (RNS) Model: An ICT Initiative To Keep Small Rural Schools and Their Local Community Alive","authors":"Stéphane Allaire, Thérèse Laferrière, Nadège Bikie, Christine Hamel, Émilie Labonté-Hubert, R. Deslandes, Vincent Gagnon","doi":"10.54195/ijpe.18186","DOIUrl":"https://doi.org/10.54195/ijpe.18186","url":null,"abstract":"The importance of peer interaction for learning purposes is a well-known fact in educational theory, and a school of a small size is particularly challenged to engage same-age students in social exchange of this nature. For almost a decade, an action research partnership (Laferrière & Breuleux, 2002) has been established. A systemic approach was applied (Banathy, 1991; Engeström, 1999; Seidel & Perez, 1994). It has meant tackling an educational challenge and social one as well as distance from urban areas using the support of the Internet. Partners’ objective was to design and study (see design experiment methodology: Brown, 1992; Collins, 1992; 1999), from an ecological perspective (Nardi & O’Day, 1999). The model that was cocreated was meant to enrich interactions for learning purposes in rural schools. More concretely, with the use of information and communication technologies (ICTs), we designed a model whose purpose is to bring classrooms of different schools and regions to work and learn together. This paper focuses on two poles of results of the Remote Networked School (RNS) model: 1) the advantages of collaboration between schools from teachers’ point of view; 2) parents’ social representations of the RNS model and its value as it pertains to their children’s education.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"1 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279811","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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