14 SES 03 B, Parental Involvement with Schools and Children‘s Education (Part 2)
This paper presents comparative results between Spanish parents and teachers framed within the European project Drop-Out Open Door, which focuseson family involvement in the education of theirteenagers at-risk of dropping out from compulsory secondary school. Countries participating in the whole project: Austria, Cyprus, The Netherlands and Spain. The study points to the lack of support these families face when it comes to stimulate their children at home, and to the need to promote effective school-family partnerships.
Children’s education is an area of concern for parents, teachers and society, who need to investigate collaboratively in developing effective partnership strategies that best contribute to the intellectual and social development of children (Bronfenbrenner, 1979, 1986). Christenson (2004b) has claimed that schools alone cannot always provide all students with the personal and cultural competences needed to be successful within the educational system. After reviewing a considerable number of studies, Henderson (1989) and Henderson, Mapp, Johnson & Davies (2007) state that creating a positive learning environment at home, including encouraging positive attitudes towards education and high expectations of children’s success, has a powerful impact on student achievement.
Epstein (2001) proposed the model of Overlapping Spheres of Influence of Family, School and Community on Children’s Learning to convey the importance and to understand the need of family-school-community partnerships. This model assumes that children have greater school success when their parents, school personnel, and community members work together to support their learning process. Collaboration among these educational agents contributes to the efforts towards effective and efficient personal, academic and social success for children.
Objective and Main Questions
The objective of this paper is to compare Spanish parents’ and teachers’ perspectives on educational practices regarding teenagers at risk of dropping-out from compulsory secondary school. The questions associated to this objectives are:
- Do parents and teachers agree in considering the difficulties parents face to help their teenagers at risk of dropping out with homework
- Do parents and teachers agree in considering that children at risk of dropping out from school need help with homework?
• Do parents and teachers agree in considering the parental perception of teachers’ work
Christenson, S.L. (2004). The Family-School Partnership: An Opportunity to Promote the Learning Competence of All Students. School Psychology Review, 33(1), 83-104. Castelli, S. Mendel, M. & Ravn, B. (Eds.) (2003). School, family, and community partnerships in a world of differences and changes. Gdansk: University of Gdansk. EuroStat (2005). Labour Force Survey. Retrieved from http://epp.eurostat.ec.europa.eu Henderson, A.T., Mapp, K.L., Johnson, V.R. and Davies, D. (2007). Beyond the bake sale. The essential Guide to Family-School Partnerships. New York: The New Press. Martínez-González, R-A., Martínez-Álvarez, R. and Pérez-Herrero, H. (2004). Children’s school assessment: Implications for family-school partnerships, In R-A. Martínez-González and S. Paik (Guest Editors). International Perspectives on families, schools, and communities: educational implications for partnership. International Journal of Educational Research, 41 (1) 24-38. Martínez-González, R-A., Rodríguez-Ruiz, B. and Pérez-Herrero, Mª H. (Eds.) (2005). Family-school-community partnership merging into social development. Oviedo: SM Editorial Group. Phtiaka, H. and Symeonidou, S. (Ed.) (2007). Schools and families in partnership: Looking into the future. Proceeding of the 6th International Conference of the European Research Network About Parents in Education. Nicosia, University of Cyprus.
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