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It is widely recognized that parents play a vital role in education, particularly in the literacy development of their children. Related research literature indicates that in terms of parent partnership in literacy education in New Zealand, partnership arrangements in the past have been inconsistent, and literacy initiatives at times have been less than effective and disappointing to both parents and teachers. This paper discusses some of the research findings suggesting that much of the guidance offered parents include setting guidelines and parameters for participation in the classroom and for at home support, and the pivotal role of teachers in involving parents. The paper also discusses teacher perceptions of their students' cultural diversity and how the timing of current research studies coincided with a period of major curriculum implementation in New Zealand schools. Children's writing generally seemed to be an area of concern and confusion for parents. Concern was also voiced by a number of parents that teachers seemed to assume that they knew about some basics of early literacy development because they were parents, when in fact, they often did not know. The research supports the incidental and informal nature of interaction and partnership initiatives, and the key to effective parent partnership in literacy education in the future seems to be to develop a positive and constructive means of intervention and support. The paper lists a core of ideas for effective partnership and gives suggestions for program implementation. Also discussed are implications for teacher education and professional development. Contains 43 references. (NKA)

Descriptors: Elementary Secondary Education, Foreign Countries, Literacy, Parent Attitudes, Parent Participation, Parent Teacher Cooperation, Partnerships in Education, Professional Development, Teacher Attitudes, Teacher Role











Autor: Hartley, Marion

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6953&id=ED447507







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