|
1.
|
A short note. Stefano Castelli
|
|
2.
|
Preface. Helen Phtiaka
|
|
3.
|
Table of Contents
|
|
4.
|
Table of Contents
|
|
5.
|
Table of Contents
|
|
6.
|
Foreword Stefano Castelli - Loredana Addimando - Michelle Pieri - Alessandro Pepe
|
|
7.
|
Table of Contents
|
|
8.
|
Table of Contents
|
|
9.
|
Table of Contents
|
|
10.
|
Foreword Stefano Castelli; University of Milano - Bicocca, Italy
|
|
11.
|
Table of Contents
|
|
12.
|
On empowerment and disempowerment of parents Kees Van der Wolf
|
|
13.
|
[Table of Contents] 2007, Volume 1, Number 0 No authorship
|
|
14.
|
Crossing home – school border as rites de passage. Maria Mendel
|
|
15.
|
Parental involvement: beyond demographics. Stelios N. Georgiou; University of Cyprus, Nicosia, Cyprus
|
|
16.
|
Reading between the lines: exploring the assumptions and implications of parental involvement. Eleni Theodorou; University of Virginia, Virginia, United States
|
|
17.
|
What hinders and what motivates parents’ engagement in school? Laid Bouakaz; University of Malmö, Malmö, Sweden - Sven Persson; University of Malmö, Malmö, Sweden
|
|
18.
|
The relation of home and childcare/school environment to differential trajectories of externalizing problems. Kostas A. Fanti; University of Georgia,Georgia, United States - Christopher C. Henrich; University of Georgia,Georgia, United States
|
|
19.
|
The paradox of parental influence in Danish schools. A Swedish perspective. Margaretha Kristoffersson; Umea University, Umea, Sweden
|
|
20.
|
Constructing ‘the parents’ in primary schools in Greece: special education teachers’ whispers. Evangelia Boutskou; University of Aristoteles, Thessaloniki, Greece
|
|
21.
|
Cooperation between school and parents of SLI children. Emilija Lazarevic; Institute for Educational Research, Belgrade, Serbia - Emina Kopas-Vukašinović; Institute for Educational Research, Belgrade, Serbia
|
|
22.
|
Reconstructing special educators’ knowledge about families with members in the autistic spectrum through befriending experiences. Sophia Mavropoulou; University of Thessaly, Volos, Greece - Susana Padeliadu; University of Thessaly, Volos, Greece
|
|
23.
|
Parental associations and education politics regarding disability: the case of Cyprus. Simoni Symeonidou
|
|
24.
|
Mobile-mediated home-school partnership: attitudes and expectations of teachers, parents and students. Stefano Castelli; University of Milano-Bicocca, Milano, Italy - Michelle Pieri; University of Milano-Bicocca, Milano, Italy
|
|
25.
|
The concept of parent involvement. Some theoretical and empirical considerations. Joep Bakker; Behavioural Science Institute, Nijmegen, The Netherlands - Eddie Denessen; Behavioural Science Institute, Nijmegen, The Netherlands
|
|
26.
|
Perspectives on parents’ contribution to their children’s early literacy development in multicultural western societies. Eddie Denessen; Radboud University, Nijmegen, The Netherlands
|
|
27.
|
Childhood in a rom/gypsy camp in southern-Italy:an anthropological perspective. Elisabetta Di Giovanni; Università di Palermo, Palermo, Italy
|
|
28.
|
Emotional space. Home Vs institutionalised space. Kindergarten, as a meaningful place for six-year-old children. Malgorzata Karczmarzyk; University of Gdańsk, Gdańsk ,Poland
|
|
29.
|
Family Members’ Involvement in the Initial Individual Education Program (IEP) Meeting and the IEP Process: Perceptions and Reactions. Helen Hammond; University of Texas at el Paso. - Lawrence Ingalls; University of Texas at el Paso. - Robert P. Trussell; University of Texas at el Paso.
|
|
30.
|
What does education mean for us and how do we get involved? Parents’ accounts in a Mexican rural community. Maria Cristina Azaola; University of Bristol, Bristol, UK
|
|
31.
|
Building trust in elementary schools: the impact of home school community collaboration. Esther Ho Sui Chu
|
|
32.
|
Assessing parents’ satisfaction with their parental role for a more effective partnerships between families and schools. Raquel-Amaya Martinez-Gonzalez; University of Oviedo, Oviedo, Spain - Beatriz Rodríguez-Ruiz; University of La Laguna, Tenerife, Spain
|
|
33.
|
Challenging parents, teacher occupational stress and health in Dutch primary schools. 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
|
|
34.
|
Types of parents and school strategies aimed at the creation of effective partnerships. 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
|
|
35.
|
Teachers’ and community stakeholders’ perceptions about school – community relations in Cyprus. George Anaxagorou; Cyprus College, Nicosia,Cyprus
|
|
36.
|
Promoting closer ties and cooperation between the school, the family and the community in the framework of intercultural education. Pavlina Hadjitheodoulou-Loizidou; Cyprus Pedagogical Institute, Latsia, Cyprus - Loizos Symeou; Department of Education Sciences, European University, Cyprus
|
|
37.
|
School, family and the community in cooperation: the model of syneducation. Iro Mylonakou; University of Athens, Athens, Greece - Ioannis Kekes; University of Athens, Athens, Greece
|
|
38.
|
School – family relations: Greek parents’ perceptions of parental involvement. Maria Poulou; University of Patras, Patras, Greece - Elias Matsagouras; University of Patras, Patras, Greece
|
|
39.
|
Congruence between teachers’ and parents’ role construction and expectations about their involvement in homework. Rollande Deslandes; Université du Québec à Trois-Rivières,Trois-Rivières, Canada - Nadia Rousseau; Université du Québec à Trois-Rivières,Trois-Rivières, Canada
|
|
40.
|
The rights and roles of parents on school governing bodies in South Africa. Nollen Van Wyk; University of South Africa, Pretoria, South Africa
|
|
41.
|
Experiences of disabled children’s families concerning school-family collaboration. Athena Zoniou-Sideri; University of Athens, Athens, Greece - Eudoxia Nteropoulou-Nterou; University of Athens, Athens, Greece
|
|
42.
|
Conditional aspects of school-home conversations. Anne Dorthe Tveit; Agder University College, Kristiansand, Norway
|
|
43.
|
Parent involvement in teacher education in South Africa. Eleanor M. Lemmer; Univerisity of South Africa, Pretoria, South Africa
|
|
44.
|
Family-school cooperation in the context of traumatic transitions in Serbian society. Nada Polovina; Institute for Educational Development, Belgrade, Serbia
|
|
45.
|
Learning communities: schools, parents and challenges for wider community involvement in schools. Peter Mayo; University of Malta, Tal-Qroqq, Malta
|
|
46.
|
Strengthening home-school links through family literacy programmes: a comparative European case study. Anthea Rose; University of Nottingham, Nottingham , UK - Chris Atkin; University of Nottingham, Nottingham , UK
|
|
47.
|
Mothers as educators: the empowerment of rural Muslim women in Israel and their role in advancing the literacy development of their children. Bruria Schaedel; West Galilee College, Haifa, Israel - Rachel Hertz-Lazarowitz; The University of Haifa, Haifa, Israel - Faisal Azaiza; The University of Haifa, Haifa, Israel
|
|
48.
|
Long-term students’ management strategies and parental involvement in homework at the elementary level. Rollande Deslandes; Université du Québec à Trois-Rivières - Michel Rousseau; Université du Québec à Rimouski
|
|
49.
|
Parents of disabled children. The educational system and the everyday challenges. Anastasia Hadjiyiannakou - Christina Ioannou; hadjas@cytanet.com.cy
|
|
50.
|
Parent management’ or ‘Take care out there!’ Hanne Knudsen; The Danish University of Education, Copenhagen, Denmark
|
