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There are a number of general teacher assumptions in regards to dealing with parents that
have been made.
Parents tend to take such as Art, Music, Cooking, PE and Outdoor Ed less seriously as they see them as not
real subjects, and are not as important as English, Maths and Science.
That parents will either support or defend teachers opinions about schooling or individual subjects
Parents job occupations e.g. farmers, lawyers, doctors, make an impact on their involvement in their
childrens school and their childrens learning.
Henderson and Mapp (2002) include key points that were mentioned in a number of other readings (p. 44-5).
They also state that a schools enthusiasm regarding parent involvement can influence a parents decision in
becoming involved (Henderson & Mapp (2002))
parents decisions to be involved are often determined by
It also is affected by social and school factors influence how and why they are involved in their childrens
education. Social factors from parents own experiences and history included. This includes
parents own school experiences,
their own parents involvement when they were students,
their beliefs - cultural or their values.
their time limitations and their own family responsibilities
Harris & Goodall (2008) stated that pupils, parents, teachers and principals believe that parental
engagement is agreed to be something worth being included (p. 277).
What research actually says about developing positive relationships with parents;
- Henderson & Mapp (2002) stated that relationships really do matter and the
stronger they are the greater impact they have (p. 42).
- Harris & Goodall (2008) found within their research that parents make such a
difference in the impact on students achievements through either being
involving with their childrens learning at home or getting involved with school
based activities at the school(p. 277).
- Caspe et al (2011) expands this further by explaining that stronger
relationships with families positively impact students achievement.
They also suggest the idea of having teacher programs which prepare all
teachers to communicate and work collaboratively with families.
- Goodall & Montgomery (2014) highlight a number of valid researched points
particularly, their main idea of a involvement to engagement continuum.
Epstein and Sheldon suggest that the idea of involvement and engagement
should be replaced by the term School, family and community partnership as
this emphasises the shared responsibility for childrens learning (Epstein and
Sheldon 2006).
Bryk and Schneider (2002) discuss the lack of relational trust that can exist
between parents and teachers, due to the social distance between teachers and
poor parents, explaining that neither party has a full understanding of what
each other is trying to achieve. (Sourced from Goodall & Montgomery (2014) (p.
401))
Caspe, M., Lopez, M., Chu, A., & Weiss, H. (2011). Teaching the teachers: Preparing Educators to
engage families for student
achievement. PTA & Harvard family research project.
Retrieved from http://www.hfrp.org/publications-resources/browse-our-publications/teaching-the-teachers-preparing-educatorsto-engage-families-for-student-achievement
Department of Education, Employment and Workplace Relations (2008). Family-school partnerships framework. Retrieved
from http://www.familyschool.org.au/files/9413/7955/4757/framework.pdf
Epstein, J. (2010). School, family, and community partnerships: Preparing educators and improving schools. Boulder: Westview
PressFamily School and Community Partnerships Bureau.
Goodall, J., & Montgomery, C. (2014). Parental involvement to parental engagement: a
continuum. Educational Review 66(4),
399-410.
Retrieved from http://www.tandfonline.com/doi/full/10.1080/00131911.2013.781576#.VNqZ2WTLfB4
Harris, A., & Goodall, J. (2008). Do parents know they matter? Engaging all parents in learning,
50(3), 277-289.
Retrieved from http://www.tandfonline.com/doi/pdf/10.1080/00131880802309424
Educational Research,
Henderson, A.T., & Mapp, K.L. (2002). A New Wave of Evidence. Studies on Effective Strategies to Connect Schools, Families, and
Community (p. 42-52). Retrieved from https://www.sedl.org/connections/resources/evidence.pdf
Marsh, C.(2000). Working Effectively With Parents. In Handbook for Beginning Teachers (2nd ed.)(pp.121-139). Australia: Pearson
Education Australia Pty Lim. Retrieved from
https://lms.latrobe.edu.au/pluginfile.php/2241410/mod_label/intro/Marsh%202000%20%20Working%20Efectively%20With%2
0Parents.pdf
McCashen, W. (2005). The Strengths Approach. Bendigo: St. Luke's Innovative Resources.
McDevitt, T. M., & Ormrod, J. E. (2010). Child development and education (4th ed.) (pp. 84-107). Upper Saddle River, NJ: Pearson
Australia.