| Título: | Family-school cooperation in the context of traumatic transitions in Serbian society. |
| Autores: | Nada Polovina; Institute for Educational Development, Belgrade, Serbia |
| Fecha: | 2008-02-01 |
| Publicador: | International journal about parents in education |
| Fuente: |
 |
| Tipo: |
Peer-reviewed Article |
| Tema: | No aplica |
| Descripción: | The main topic of this paper is to clarify from a point of a researcher and practitioner a complex issue of parent-school cooperation under the pressures of long lasting and traumatic transitions in Serbian society. The paper consists of two parts. The first part includes «vertical» research based analysis focused on the parallel processes of change in a broader society and family’s functioning with reflections upon new meanings and potentials for parent involvement in academic socialization of their children. In the discourse of leading sociological and socio-psychological researches conducted during the last ten years, parental position and their potentials are described with the following words: confusion, stress, material deprivation, collapse and demoralization of family life, short-term adaptation strategies in rapidly changing environment, time and energy draining and lack of physical and psychological presence in the life of their children. The second part of the paper deals with «horizontal» research based analysis focused on actual and concrete manifestations of parent-school cooperation, parent’s needs and resources connected to elementary and secondary level of their children’s schooling. Leading psycho-pedagogical quantitative, qualitative and action-based researches conducted during 2006 are presented, with the aim of analyzing the actual state of functioning and identifying systemic knots that support, hamper or block family-school cooperation. Words like disengagement, passivesation, tension and dissatisfaction, pseudo-cooperation, decreasing of parental and school authorities, are emphasized in the discourse of this group of research. Finally, the author integrates two levels of analysis and suggests ways of improving the quality of parent engagement in school/education. |
| Idioma: | No aplica |
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 |