Effective parent-practitioner partnerships in children’s secondary education

Olena  Gundarina; Peter Hartl; Gisela  Oliveira; Shirley-Anne S.  Paul; Education in the North

doi:10.26203/f5e5-pj12

Effective parent-practitioner partnerships in children’s secondary education

Olena Gundarina, Peter Hartl, Gisela Oliveira, Shirley-Anne S. Paul , Education in the North

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Abstract

This paper presents results from a qualitative case study project into effective strategies for fostering parent-practitioner partnerships in secondary education in England. It discusses the nature of a true ‘community partnership’ as a dialogic and productive partnership as opposed to a more common ‘information sharing partnership’. In doing so, the paper demonstrates that effective partnerships engage parents, teachers, school staff, but also students to develop a ‘three-way-partnership’ (parent-student-teacher), making the schools more welcoming places. Finally, the authors argue that schools should find out about and share the values that are important in their communities.

Original language	English
Pages (from-to)	82-89
Number of pages	8
Journal	Education in the North
Volume	26
Issue number	2
DOIs	https://doi.org/10.26203/f5e5-pj12
Publication status	Published - 16 Jan 2020

Bibliographical note

Funding
This research was funded by a grant from the Leeds Social Sciences Institute Impact Acceleration Account, in association with the Economic and Social Research Council.
Acknowledgements
We gratefully acknowledge the three schools in England, their leaders, staff members and parents for sharing their knowledge and views, and their work in the area of parent-practitioner partnerships in secondary education. We also thank our colleague Dr Paula Clarke and our external partners: Ruth Lowe, Jane Moss-Blundell, and Jurdene Godsil for their contribution to the project development and dissemination.

Keywords

parent-practitioner partnership
secondary education
parental engagement
parental involvement
community partnership

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Gundarina_etal_EITN_Effective_ParentPractitioner_VOR
This is an open-access article distributed under the terms of the Creative Commons Attribution-Noncommercial License (https://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial use, distribution, and reproduction in any medium, provided the original author and source are credited.
Final published version, 384 KBLicence: CC BY-NC

Cite this

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abstract = "This paper presents results from a qualitative case study project into effective strategies for fostering parent-practitioner partnerships in secondary education in England. It discusses the nature of a true {\textquoteleft}community partnership{\textquoteright} as a dialogic and productive partnership as opposed to a more common {\textquoteleft}information sharing partnership{\textquoteright}. In doing so, the paper demonstrates that effective partnerships engage parents, teachers, school staff, but also students to develop a {\textquoteleft}three-way-partnership{\textquoteright} (parent-student-teacher), making the schools more welcoming places. Finally, the authors argue that schools should find out about and share the values that are important in their communities.",

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note = "Funding This research was funded by a grant from the Leeds Social Sciences Institute Impact Acceleration Account, in association with the Economic and Social Research Council. Acknowledgements We gratefully acknowledge the three schools in England, their leaders, staff members and parents for sharing their knowledge and views, and their work in the area of parent-practitioner partnerships in secondary education. We also thank our colleague Dr Paula Clarke and our external partners: Ruth Lowe, Jane Moss-Blundell, and Jurdene Godsil for their contribution to the project development and dissemination.",

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AB - This paper presents results from a qualitative case study project into effective strategies for fostering parent-practitioner partnerships in secondary education in England. It discusses the nature of a true ‘community partnership’ as a dialogic and productive partnership as opposed to a more common ‘information sharing partnership’. In doing so, the paper demonstrates that effective partnerships engage parents, teachers, school staff, but also students to develop a ‘three-way-partnership’ (parent-student-teacher), making the schools more welcoming places. Finally, the authors argue that schools should find out about and share the values that are important in their communities.

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KW - parental engagement

KW - parental involvement

KW - community partnership

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IS - 2

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Effective parent-practitioner partnerships in children’s secondary education

Abstract

Bibliographical note

Keywords

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Cite this