True Partners? Exploring Family-School Partnership in Secondary Education from a Collaboration Perspective
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| Title: | True Partners? Exploring Family-School Partnership in Secondary Education from a Collaboration Perspective |
|---|---|
| Language: | English |
| Authors: | Gerdes, J. (ORCID |
| Source: | Educational Review. 2022 74(4):805-823. |
| Availability: | 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: | 19 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Family School Relationship, Partnerships in Education, Parent Attitudes, Secondary School Students, Interdisciplinary Approach, Educational Improvement, Parent Teacher Cooperation, Parent Role, Foreign Countries |
| Geographic Terms: | Netherlands |
| DOI: | 10.1080/00131911.2020.1778643 |
| ISSN: | 0013-1911 1465-3397 |
| Abstract: | Although the benefits of family-school partnership are clear, secondary schools struggle to successfully realise this partnership. Drawing on interview data from Dutch parents of secondary school students, this study aims to explore underlying structures of family-school partnership and opportunities for improvement. We defined family-school partnership as boundary crossing in collaboration between equal agents. Using a framework for analysing interdisciplinary collaboration, we explored what levels of co-work can be observed in parents' accounts and what factors affect parents' agency in family-school partnership. In total, 24 parents participated in 11 individual semi-structured interviews and 3 focus group interviews. Data were analysed using a template analysis. The analysis showed that, although coordination and collaboration can be observed in the partnership, the most common level of co-work is cooperation. Furthermore, the findings show that at each level of co-work, the agentive roles of parents are affected by equality of condition, including: access to resources, recognition of expertise, and acknowledgement of authority. The study contributes to the scientific understanding of the relationship between families and schools by breaking down the complex concept of family-school partnership into smaller, more tangible and more manageable components. Defining levels of co-work, different agentive roles and different levels of equality helps to deepen the theoretical understanding of the interrelated aspects of family-school partnership. In practice, defining components that are observable may lead to actionable insights. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1355492 |
| Database: | ERIC |
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| Abstract: | Although the benefits of family-school partnership are clear, secondary schools struggle to successfully realise this partnership. Drawing on interview data from Dutch parents of secondary school students, this study aims to explore underlying structures of family-school partnership and opportunities for improvement. We defined family-school partnership as boundary crossing in collaboration between equal agents. Using a framework for analysing interdisciplinary collaboration, we explored what levels of co-work can be observed in parents' accounts and what factors affect parents' agency in family-school partnership. In total, 24 parents participated in 11 individual semi-structured interviews and 3 focus group interviews. Data were analysed using a template analysis. The analysis showed that, although coordination and collaboration can be observed in the partnership, the most common level of co-work is cooperation. Furthermore, the findings show that at each level of co-work, the agentive roles of parents are affected by equality of condition, including: access to resources, recognition of expertise, and acknowledgement of authority. The study contributes to the scientific understanding of the relationship between families and schools by breaking down the complex concept of family-school partnership into smaller, more tangible and more manageable components. Defining levels of co-work, different agentive roles and different levels of equality helps to deepen the theoretical understanding of the interrelated aspects of family-school partnership. In practice, defining components that are observable may lead to actionable insights. |
|---|---|
| ISSN: | 0013-1911 1465-3397 |
| DOI: | 10.1080/00131911.2020.1778643 |
