| Author: | Carol Vincent Research Fellow in Education Policy, University of Warwick. | ISBN: | 9781135400613 |
| Publisher: | Taylor and Francis | Publication: | October 8, 2013 |
| Imprint: | Routledge | Language: | English |
| Author: | Carol Vincent Research Fellow in Education Policy, University of Warwick. |
| ISBN: | 9781135400613 |
| Publisher: | Taylor and Francis |
| Publication: | October 8, 2013 |
| Imprint: | Routledge |
| Language: | English |
This work examines the factors that shape and influence home-school relations. At its heart is an analysis of parent-teacher relationships in an inner city borough, drawn from case studies of five primary schools and a parents' centre. Interviews with parents are revealing windows into parents' views on a range of issues, including curriculum, discipline and parents' relationships with their children's teachers.; The author also considers teachers' perspectives on these matters, and explores the influence of social class, ethnicity and gender on parent-teacher interactions. While presenting these issues within a consideration of broader themes such as citizenship, community, power and participation, the book discusses the reasons why initiatives designed to improve home- school relations appear to result in such limited change.
This work examines the factors that shape and influence home-school relations. At its heart is an analysis of parent-teacher relationships in an inner city borough, drawn from case studies of five primary schools and a parents' centre. Interviews with parents are revealing windows into parents' views on a range of issues, including curriculum, discipline and parents' relationships with their children's teachers.; The author also considers teachers' perspectives on these matters, and explores the influence of social class, ethnicity and gender on parent-teacher interactions. While presenting these issues within a consideration of broader themes such as citizenship, community, power and participation, the book discusses the reasons why initiatives designed to improve home- school relations appear to result in such limited change.
