دورية أكاديمية
Barriers to Positive Parent-Teacher Partnerships: The Views of Parents and Teachers in an Inclusive Education Context
| العنوان: | Barriers to Positive Parent-Teacher Partnerships: The Views of Parents and Teachers in an Inclusive Education Context |
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| اللغة: | English |
| المؤلفون: | Glenys Mann (ORCID |
| المصدر: | International Journal of Inclusive Education. 2023 27(14):1503-1515. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Descriptors: | Barriers, Parent Teacher Cooperation, Parent Attitudes, Teacher Attitudes, Inclusion, Outcomes of Education, Students with Disabilities, Parent Participation, Foreign Countries |
| مصطلحات جغرافية: | Australia |
| DOI: | 10.1080/13603116.2021.1900426 |
| تدمد: | 1360-3116 1464-5173 |
| مستخلص: | Productive parent-teacher partnerships are critical to positive student outcomes. This is especially so for students with disability in inclusive settings. Relationships between teachers and parents of students with disability, however, are often fraught, and improved parent engagement is thought to be one solution. Semi-structured interviews with 20 parents and 16 educators in four Australian schools discovered that teachers were less engaged in parent-teacher partnerships than parents. Teachers valued the partnership less, were less sensitive to other perspectives, and were less invested in the relationship. It was concluded that investment in teacher engagement is critical to more effective parent-teacher partnerships. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1404764 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 1360-3116 1464-5173 |
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| DOI: | 10.1080/13603116.2021.1900426 |