| Título: | Parental Involvement All the Way Through Local School Boards. |
| Autores: | Margaretha Kristoffersson; Department of Education, Umea University, Sweden. |
| Fecha: | 2010-02-22 |
| Publicador: | International journal about parents in education |
| Fuente: |
 |
| Tipo: |
Peer-reviewed Article |
| Tema: | local school board, governance, frame factor theory, case study, parents, partnership. |
| Descripción: | This article comments on the development of school boards in Sweden. These boards are elected with parents in majority in compulsory schools. Data were gathered through interviews, observations and analysis of documents (e.g., school board minutes). The results indicate that different interests are not adequately balanced on the boards. Communication between the board and parents not on the board was unsatisfactory in many cases and such parents felt excluded from the board’s activity. The principal’s collaboration with the board’s chairperson was an important influence on the board. Evaluation, support and feedback from the local school authority were often neglected. These developments are linked to the transfer of welfare policy in Sweden and to the resultant market-oriented political governance. Partnership became the new prestige word. Parents are today seen as individual consumers in a market, yet if they become board members, they are expected to make decisions for all parents. Parental influence is increased in the schools, but the net effect may increase differences between pupils and between parents since the parents are never a homogenous group. The state implementation of local school boards in Sweden and in many countries is, therefore, complex and is reflected in the weak interest shown towards the top-down creation of boards. |
| Idioma: | Inglés |
1 What does education mean for us and how do we get involved? Parents’ accounts in a Mexican rural community. por Maria Cristina Azaola; University of Bristol, Bristol, UK | 6 Types of parents and school strategies aimed at the creation of effective partnerships. por Friederik Smit; Radboud University, Nijmegen, the Netherlands,Geert Driessen; Radboud University, Nijmegen, the Netherlands,Roderick Sluiter; Radboud University, Nijmegen, the Netherlands,Peter Sleegers; Radboud University, Nijmegen, the Netherlands |
2 Building trust in elementary schools: the impact of home school community collaboration. por Esther Ho Sui Chu | 7 Teachers’ and community stakeholders’ perceptions about school – community relations in Cyprus. por George Anaxagorou; Cyprus College, Nicosia,Cyprus |
3 Crossing home – school border as rites de passage. por Maria Mendel | 8 Parental involvement: beyond demographics. por Stelios N. Georgiou; University of Cyprus, Nicosia, Cyprus |
4 Assessing parents’ satisfaction with their parental role for a more effective partnerships between families and schools. por Raquel-Amaya Martinez-Gonzalez; University of Oviedo, Oviedo, Spain,Beatriz Rodríguez-Ruiz; University of La Laguna, Tenerife, Spain | 9 Promoting closer ties and cooperation between the school, the family and the community in the framework of intercultural education. por Pavlina Hadjitheodoulou-Loizidou; Cyprus Pedagogical Institute, Latsia, Cyprus,Loizos Symeou; Department of Education Sciences, European University, Cyprus |
5 Challenging parents, teacher occupational stress and health in Dutch primary schools. por Bette Prakke; University of Professional Education, Utrecht, The Netherlands,Arie Van Peet; University of Professional Education, Utrecht, The Netherlands,Kees Van der Wolf; Universiteit van Amsterdam, The Netherlands | 10 School, family and the community in cooperation: the model of syneducation. por Iro Mylonakou; University of Athens, Athens, Greece,Ioannis Kekes; University of Athens, Athens, Greece |