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 language | English |
---|---|
Pages (from-to) | 337-351 |
Journal | European Journal of Psychology of Education |
Volume | 28 |
Issue number | 2 |
DOIs | |
Publication status | Published - 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.
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title = "Making the difference with active parenting: forming educational partnerships between parents and schools",
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{\textquoteright} emotional involvement conflicts with a professional and 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 are discussed, as well as prerequisites for successful implementation",
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author = "Ron Oostdam and Edith Hooge",
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language = "English",
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journal = "European Journal of Psychology of Education",
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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 journal › Article › Professional
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