14 SES 9.5 PE/PS, Poster Exhibition / Poster Session
21st century society is subject to constant change, and consequently so too are the traditional educational institutions of home and school. The current family configuration is delegating many of its responsibilities on to educational centres. Schools, meanwhile, increasingly see themselves as playing a purely informative role in shaping citizens. There are many reasons to take interest in this issue: as Stevenson and Baker (1987), Smith, Atkins and Connell (2003) and ourselves have noted (Gomariz, Parra, García Sanz, Hernández Prados and Pérez Cobacho, 2008), the level of parental involvement in schools has a direct correlation with student attainment. In particular, they have a clear positive influence on motivating children to learn, improving attention and concentration (Fantuzzo, Mcwayne, Perry and Childs, 2004), and not to mention enhancing social and emotional development (Garnefski and Diekstra, 1996).
Education’s challenge now is to create a project which aims to benefit children and adolescents in developing as individuals, and in order to do so its institutions must unite under this common purpose. Both parents and teachers have stated that a greater focus on the development of social skills, and an increased interaction between family and school are key to confronting this current and emerging issue. According to Torio (2004), a dialogue is needed between the two institutions of home and school to establish common ground, narrow their targets, and create a more fluid two-way flow of information. In this way, parents may have a more active participation in the educational centres of their children.
The establishment of mutual collaboration between parents and teachers is the responsibility of both parties (Lareau, 1987; AHoover-Dempsey, Bassler and Brissie, 1992; Adams and Christenson, 2000). We have already addressed the role of families in the education of their children (Garcia Sanz, Gomariz Vicente, Parra Martínez and Hernández Prados, 2010), and as regards to the teachers, they also have a responsibility to maintain good communication links with these families and encourage their integration into the educational community. Therefore, we believe one role of teaching staff should be to promote positive relations and obligations between themselves and parents, with the purpose of both knowing their mutual needs and responding to them.
In studying the following research question ‘Should teachers facilitate the integration of parents into their children’s schools?’, our aims were to:
1. Verify the reliability and validity of our research methods.
2. Analyse the knowledge that teachers possess regarding their students’ lives.
3. Investigate the extent to which tutors encourage parental involvement in school life.
4. Ascertain the level of provision teachers give for families to participate in their children’s schools.
5. Know if teachers are promoting a positive relationship between parents and schools.
Adams, K.S. and Christenson, S.L. (2000). Trust and the Family–School Relationship Examination of Parent–Teacher Differencesin Elementary and Secondary Grades. Journal of School Psychology, 38(5), 477-497. AHoover-Dempsey, K.V., Bassler, O.C. and Brissie, J.S. (1992). Explorations in Parent-School Relations. Journal of Educational Research, 85(5), 287-294. Fantuzzo, J., Mcwayne, C., Perry, M.A. and Childs, S. (2004). Multiple Dimensions of Family Involvement and Their Relations to Behavioral and Learning Competencies for Urban, Low-Income Children. School Psychology Review, 33(4), 467-480 García Sanz, M.P., Gomariz Vicente, M.A., Hernández Prados, M. A. and Parra Martínez, J. (2010). La comunicación entre la familia y el centro educativo, desde la percepción de los padres y madres de los alumnos. Educatio Siglo XXI, 28(1), 157-187. Garnefski, N. and Diekstra, R. (1996) Perceived Social Support from Family, School, and Peers: Relationship with Emotional and Behavioral Problems among Adolescents. Journal of de American Academy of Child Adolescent Psychiatry, 35(12), 1657-1664. Gomariz, M.A., Parra, J., García Sanz, M.P., Hernández Prados, M.A. and Pérez Cobacho, J. (2008). La comunicación entre la familia y el centro educativo. Murcia: Consejo Escolar de la Región de Murcia (Consejería de Educación, Ciencia e Investigación). Lareau, A. (1987). Social, class differences in family-school relationships: the importance of cultural capital. Sociology of Education, 60(2), 73-85. Smith, E.P., Atkins, J. and Connell, C.M. (2003). Family, School, and Community Factors and Relationships to Racial-Ethnic Attitudes and Academic Achievement. American Journal of Community Psychology, 32 (1/2), 159-173. Stevenson, D.L. and Baker, D.P. (1987). The family-school relation and the child's school performance. Child Developement 58(5),1348-1357. Torio López, S. (2004). Familia, escuela y sociedad. Aula Abierta, 83, 35-52.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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