Tensions in home–school partnerships : the different perspectives of teachers and parents of students with learning barriers Ludicke, Penelope and Kortman, Wendy 2012, Tensions in home–school partnerships : the different perspectives of teachers and parents of students with learning barriers, Australasian journal of special education, vol. 36, no. 2, pp. 155-171, doi: 10.1017/jse.2012.13. Attached Files Name Description MIMEType Size Downloads Title Tensions in home–school partnerships : the different perspectives of teachers and parents of students with learning barriers Author(s) Ludicke, Penelope Kortman, Wendy Journal name Australasian journal of special education Volume number 36 Issue number 2 Start page 155 End page 171 Total pages 17 Publisher Cambridge University Press Place of publication Cambridge, England Publication date 2012-12 ISSN 1030-0112 1833-6914 Keyword(s) home–school partnerships learning barriers tensions perspectives Summary This paper presents the findings of a qualitative study of learning partnerships between teachers and parents of students with learning barriers. The aim was to investigate the beliefs and understandings of parents and teacher participants around roles in partnerships, so as to identify operational processes that support effective collaboration. The study was based on the premise that home–school partnerships have been established as a positive influence on the education of students with learning barriers but tensions exist within these partnerships in practice. In the study it was posited that some tensions stemmed from differences in role understandings between parent and teacher. Data revealed key themes emerging from the case studies. Findings indicated that parents and teachers believed that involvement and partnerships are integral to supporting the learning of students with learning barriers. However, differences emerged as to how teachers and parents constructed and interpreted involvement and operational processes supporting partnerships, and the significance each group placed on different aspects of collaboration between parent and teacher. Language eng DOI 10.1017/jse.2012.13 Field of Research 130312 Special Education and Disability Socio Economic Objective 939907 Special Needs Education HERDC Research category C1 Refereed article in a scholarly journal Persistent URL http://hdl.handle.net/10536/DRO/DU:30049715 Document type: Journal Article Collections: Faculty of Arts and Education School of Education Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Thu, 29 Nov 2012, 13:55:03 EST Thu, 29 Nov 2012, 13:56:27 EST Fri, 30 Nov 2012, 14:04:16 EST Fri, 30 Nov 2012, 14:46:04 EST Tue, 04 Dec 2012, 11:38:22 EST Tue, 04 Dec 2012, 11:39:22 EST Tue, 03 Feb 2015, 13:19:21 EST Sat, 05 Sep 2020, 02:30:30 EST Filtered Full Citation counts:   Cited 6 times in TR Web of Science Cited 6 times in Scopus Search Google Scholar Access Statistics: 569 Abstract Views, 1 File Downloads  -  Detailed Statistics Created: Thu, 29 Nov 2012, 13:54:44 EST by Kylie Koulkoudinas

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