Deakin University
Browse

File(s) under permanent embargo

Tensions in home–school partnerships : the different perspectives of teachers and parents of students with learning barriers

journal contribution
posted on 2012-12-01, 00:00 authored by P Ludicke, Wendy Kortman
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.

History

Journal

Australasian journal of special education

Volume

36

Issue

2

Pagination

155 - 171

Publisher

Cambridge University Press

Location

Cambridge, England

ISSN

1030-0112

eISSN

1833-6914

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Usage metrics

    Research Publications

    Categories

    No categories selected

    Exports

    RefWorks
    BibTeX
    Ref. manager
    Endnote
    DataCite
    NLM
    DC