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Making the difference with active parenting

forming educational partnerships between parents and schools

Making the difference with active parenting

forming educational partnerships between parents and schools

Samenvatting

Abstract Although parental involvement is often a priority on the quality agenda of schools for primary and secondary education, it is still not usual to involve parents as an educational partner in the actual learning process of their child. Rather than adopting an open approach, teachers tend to tell parents what they should do or keep them at a safe distance. At the same time, parents are increasingly becoming better informed, more critical and thus are more strongly positioned towards school. They address teachers more directly in case of problems or disappointing results of their child. Clearly, this might lead to a negative impact on the mutual relationship especially when parents’ emotional involvement conflicts with a professional and detached attitude of teachers. Based on the results of several studies that provide ample evidence that parental involvement in the learning process can improve learning outcomes, it is argued that there is much to be gained in forming educational partnerships between parents and schools. Different dimensions of active parenting are discussed, as well as prerequisites for successful implementation

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OrganisatieHogeschool van Amsterdam
AfdelingKenniscentrum Onderwijs en Opvoeding
Gepubliceerd inEuropean Journal of Psychology of Education Springer Netherlands, Vol. 28, Uitgave: 2, Pagina's: 337-351
Jaar2013
TypeArtikel
ISSN0256-2928
DOI10.1007/s10212-012-0117-6
TaalEngels

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