Parents' perceptions of parent-teacher relationship practices in Dutch primary schools - an exploratory pilot study: A study on parents' perceptions of parent teacher relationship practices in Dutch primary schools

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

This paper shows how parents’ perceptions of parent–teacher relationship practices differ between different types of schools with respect to children’s special needs and the socio-economic status of these children. Using a questionnaire, we compare parents’ views from two special education schools, two at-risk schools serving low SES-children, and two mainstream primary education schools in the southern part of the Netherlands. The theoretical framework is based on Epstein’s Model of Parental Involvement. The results illustrate that parents and teachers in special education and at-risk schools are very much accustomed to ‘two-way communication’, in contrast to mainstream schools, and that this is valued highly by these parents. Furthermore, teachers in special and at-risk schools are more familiar with interacting with parents, involve them more in decision-making and more often co-ordinate homework practice with parents.
Original languageEnglish
Pages (from-to)719-743
Number of pages25
JournalTeachers and Teaching
Volume24
Issue number6
DOIs
Publication statusPublished - 2018

Keywords

  • primary school teachers
  • Netherlands
  • educational practices
  • social class
  • Primary school teachers
  • ACHIEVEMENT
  • INVOLVEMENT

Cite this

@article{10e4c0ff2dce4ca9bd6fb806cd59ae09,
title = "Parents' perceptions of parent-teacher relationship practices in Dutch primary schools - an exploratory pilot study: A study on parents' perceptions of parent teacher relationship practices in Dutch primary schools",
abstract = "This paper shows how parents’ perceptions of parent–teacher relationship practices differ between different types of schools with respect to children’s special needs and the socio-economic status of these children. Using a questionnaire, we compare parents’ views from two special education schools, two at-risk schools serving low SES-children, and two mainstream primary education schools in the southern part of the Netherlands. The theoretical framework is based on Epstein’s Model of Parental Involvement. The results illustrate that parents and teachers in special education and at-risk schools are very much accustomed to ‘two-way communication’, in contrast to mainstream schools, and that this is valued highly by these parents. Furthermore, teachers in special and at-risk schools are more familiar with interacting with parents, involve them more in decision-making and more often co-ordinate homework practice with parents.",
keywords = "primary school teachers, Netherlands, educational practices, social class, Primary school teachers, ACHIEVEMENT, INVOLVEMENT",
author = "H{\'e}l{\`e}ne Leenders and Carla Haelermans and {de Jong}, J. and M{\'e}lanie Monfrance",
note = "data source: no datasets used",
year = "2018",
doi = "10.1080/13540602.2018.1456420",
language = "English",
volume = "24",
pages = "719--743",
journal = "Teachers and Teaching",
issn = "1354-0602",
publisher = "Routledge/Taylor & Francis Group",
number = "6",

}

TY - JOUR

T1 - Parents' perceptions of parent-teacher relationship practices in Dutch primary schools - an exploratory pilot study

T2 - A study on parents' perceptions of parent teacher relationship practices in Dutch primary schools

AU - Leenders, Hélène

AU - Haelermans, Carla

AU - de Jong, J.

AU - Monfrance, Mélanie

N1 - data source: no datasets used

PY - 2018

Y1 - 2018

N2 - This paper shows how parents’ perceptions of parent–teacher relationship practices differ between different types of schools with respect to children’s special needs and the socio-economic status of these children. Using a questionnaire, we compare parents’ views from two special education schools, two at-risk schools serving low SES-children, and two mainstream primary education schools in the southern part of the Netherlands. The theoretical framework is based on Epstein’s Model of Parental Involvement. The results illustrate that parents and teachers in special education and at-risk schools are very much accustomed to ‘two-way communication’, in contrast to mainstream schools, and that this is valued highly by these parents. Furthermore, teachers in special and at-risk schools are more familiar with interacting with parents, involve them more in decision-making and more often co-ordinate homework practice with parents.

AB - This paper shows how parents’ perceptions of parent–teacher relationship practices differ between different types of schools with respect to children’s special needs and the socio-economic status of these children. Using a questionnaire, we compare parents’ views from two special education schools, two at-risk schools serving low SES-children, and two mainstream primary education schools in the southern part of the Netherlands. The theoretical framework is based on Epstein’s Model of Parental Involvement. The results illustrate that parents and teachers in special education and at-risk schools are very much accustomed to ‘two-way communication’, in contrast to mainstream schools, and that this is valued highly by these parents. Furthermore, teachers in special and at-risk schools are more familiar with interacting with parents, involve them more in decision-making and more often co-ordinate homework practice with parents.

KW - primary school teachers

KW - Netherlands

KW - educational practices

KW - social class

KW - Primary school teachers

KW - ACHIEVEMENT

KW - INVOLVEMENT

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DO - 10.1080/13540602.2018.1456420

M3 - Article

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EP - 743

JO - Teachers and Teaching

JF - Teachers and Teaching

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ER -