Making the difference with active parenting: forming educational partnerships between parents and schools (2024)

Abstract

Abstract Although parental involvement is often a priority on the quality agenda of schools for primary and secondary education, it is still not usual to involve parents as an educational partner in the actual learning process of their child. Rather than adopting an open approach, teachers tend to tell parents what they should do or keep them at a safe distance. At the same time, parents are increasingly becoming better informed, more critical and thus are more strongly positioned towards school. They address teachers more directly in case of problems or disappointing results of their child. Clearly, this might lead to a negative impact on the mutual relationship especially when parents’ emotional involvement conflicts with a professionaland detached attitude of teachers. Based on the results of several studies that provide ample evidence that parental involvement in the learning process can improve learning outcomes, it is argued that there is much to be gained in forming educational partnerships between parents and schools. Different dimensions of active parenting arediscussed, as well as prerequisites for successful implementation

Original languageEnglish
Pages (from-to)337-351
JournalEuropean Journal of Psychology of Education
Volume28
Issue number2
DOIs
Publication statusPublished - 2013

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    Oostdam, R., & Hooge, E. (2013). Making the difference with active parenting: forming educational partnerships between parents and schools. European Journal of Psychology of Education, 28(2), 337-351. https://doi.org/10.1007/s10212-012-0117-6

    Oostdam, Ron ; Hooge, Edith. / Making the difference with active parenting : forming educational partnerships between parents and schools. In: European Journal of Psychology of Education. 2013 ; Vol. 28, No. 2. pp. 337-351.

    @article{bd3723fc671e4b0ba83d6d2e7b723532,

    title = "Making the difference with active parenting: forming educational partnerships between parents and schools",

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    Oostdam, R & Hooge, E 2013, 'Making the difference with active parenting: forming educational partnerships between parents and schools', European Journal of Psychology of Education, vol. 28, no. 2, pp. 337-351. https://doi.org/10.1007/s10212-012-0117-6

    Making the difference with active parenting: forming educational partnerships between parents and schools. / Oostdam, Ron; Hooge, Edith.
    In: European Journal of Psychology of Education, Vol. 28, No. 2, 2013, p. 337-351.

    Research output: Contribution to journalArticleProfessional

    TY - JOUR

    T1 - Making the difference with active parenting

    T2 - forming educational partnerships between parents and schools

    AU - Oostdam, Ron

    AU - Hooge, Edith

    PY - 2013

    Y1 - 2013

    N2 - Abstract Although parental involvement is often a priority on the quality agenda of schools for primary and secondary education, it is still not usual to involve parents as an educational partner in the actual learning process of their child. Rather than adopting an open approach, teachers tend to tell parents what they should do or keep them at a safe distance. At the same time, parents are increasingly becoming better informed, more critical and thus are more strongly positioned towards school. They address teachers more directly in case of problems or disappointing results of their child. Clearly, this might lead to a negative impact on the mutual relationship especially when parents’ emotional involvement conflicts with a professionaland detached attitude of teachers. Based on the results of several studies that provide ample evidence that parental involvement in the learning process can improve learning outcomes, it is argued that there is much to be gained in forming educational partnerships between parents and schools. Different dimensions of active parenting arediscussed, as well as prerequisites for successful implementation

    AB - Abstract Although parental involvement is often a priority on the quality agenda of schools for primary and secondary education, it is still not usual to involve parents as an educational partner in the actual learning process of their child. Rather than adopting an open approach, teachers tend to tell parents what they should do or keep them at a safe distance. At the same time, parents are increasingly becoming better informed, more critical and thus are more strongly positioned towards school. They address teachers more directly in case of problems or disappointing results of their child. Clearly, this might lead to a negative impact on the mutual relationship especially when parents’ emotional involvement conflicts with a professionaland detached attitude of teachers. Based on the results of several studies that provide ample evidence that parental involvement in the learning process can improve learning outcomes, it is argued that there is much to be gained in forming educational partnerships between parents and schools. Different dimensions of active parenting arediscussed, as well as prerequisites for successful implementation

    KW - onderzoek

    KW - ouderparticipatie

    KW - pedagogiek

    KW - leerprocessen

    U2 - 10.1007/s10212-012-0117-6

    DO - 10.1007/s10212-012-0117-6

    M3 - Article

    SN - 0256-2928

    VL - 28

    SP - 337

    EP - 351

    JO - European Journal of Psychology of Education

    JF - European Journal of Psychology of Education

    IS - 2

    ER -

    Oostdam R, Hooge E. Making the difference with active parenting: forming educational partnerships between parents and schools. European Journal of Psychology of Education. 2013;28(2):337-351. doi: 10.1007/s10212-012-0117-6

    Making the difference with active parenting: forming educational partnerships between parents and schools (2024)

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