TY - JOUR
T1 - Effective parent-practitioner partnerships in children’s secondary education
AU - Gundarina, Olena
AU - Hartl, Peter
AU - Oliveira, Gisela
AU - Paul , Shirley-Anne S.
AU - Education in the North
A2 - Martin, Helen
N1 - 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.
PY - 2020/1/16
Y1 - 2020/1/16
N2 - 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.
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.
KW - parent-practitioner partnership
KW - secondary education
KW - parental engagement
KW - parental involvement
KW - community partnership
U2 - 10.26203/f5e5-pj12
DO - 10.26203/f5e5-pj12
M3 - Feature
VL - 26
SP - 82
EP - 89
JO - Education in the North
JF - Education in the North
SN - 0424-5512
IS - 2
ER -