| Título: | Drawing Partnership on Paper: How do the Forms for Individual Educational Plans Frame Parent - Teacher Relationship? |
| Autores: |
Kirsti Karila Maarit Alasuutari |
| Fecha: | 2012-04-13 |
| Publicador: | International journal about parents in education |
| Fuente: |
 |
| Tipo: |
Peer-reviewed Article |
| Tema: | individual educational plan, IEP form, partnership, curriculum, early childhood education, governance, discourse analysis, IEP forms |
| Descripción: | This article examines the Individual Educational Plan forms (hereafter IEP forms) used in planning for a child’s early childhood education and care (ECEC) in Finnish day care from the perspectives of social constructionism and discourse analysis. The National Curriculum Guidelines on Early Childhood Education and Care (Stakes, 2004 & 2005) require an Individual Educational Plan (IEP) to be drawn up for each child. Municipalities typically develop a local IEP form to be used in parent-teacher meetings at which the child’s IEP is discussed. The study examines how these IEP forms construct and frame parental and professional involvement in individual ECEC planning, and demonstrates that the positions of the parties in the IEP forms can be illustrated by two frames: an interview frame and a contract frame. These frames are considered in the present article in relation to the aims and principles articulated in the National Curriculum Guidelines on ECEC, which define the parent-teacher relationship as representing a partnership. The article also discusses the implications of the governing functions of the IEP forms from the perspective of the parent and the teacher. |
| 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 |