| Título: | The critical role of class tutor in family-school partnership. |
| Autores: | Armanda Zenhas |
| Fecha: | 2009-03-09 |
| Publicador: | International journal about parents in education |
| Fuente: |
 |
| Tipo: |
Peer-reviewed Article |
| Tema: | Family-school partnership; Class tutor; Interpersonal skills; Students’ role; Parent meeting |
| Descripción: | In the Portuguese school system the class tutor is a teacher who plays a pivotal role in bridging schools and families. The purpose of this study is to describe the innovative project of school-family partnership at class level implemented by a class tutor through an entire academic year. A qualitative case study research focused on the understanding of the relationship processes and of the solutions to the problems identified was adopted in order to grasp the meanings each actor (class tutor, parents, students and class teachers) ascribed to the events and processes related to school-family partnership, while connecting those meanings to the social context in which they lived. The analytical framework was mainly constituted a priori by categories derived from the ecological model of human development (Bronfenbrenner, 1979), the framework of six types of involvement (Epstein, 1997), and the theory of overlapping spheres of influence (Sanders and Epstein, 1998), complemented by data-driven categories and particular auxiliary theories.The findings of this study emphasized the importance of the frequency and diversity of school-family partnership activities in order to accommodate the specific needs of every family. The quality of communication and interpersonal relationships between the class tutor and parents plays a critical role in the development of trust and subsequently in partnership efficacy. Face-to-face contexts of communication are particularly effective. |
| 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 |