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Titolo:
Teachers' attitudes and behaviors towards family-school partnerships - What school psychologists need to know
Autore:
Pelco, LE; Ries, RR;
Indirizzi:
Coll William & Mary, Sch Educ, Williamsburg, VA 23187 USA Coll William & Mary Williamsburg VA USA 23187 Williamsburg, VA 23187 USA
Titolo Testata:
SCHOOL PSYCHOLOGY INTERNATIONAL
fascicolo: 3, volume: 20, anno: 1999,
pagine: 265 - 277
SICI:
0143-0343(199908)20:3<265:TAABTF>2.0.ZU;2-T
Fonte:
ISI
Lingua:
ENG
Soggetto:
PARENTAL INVOLVEMENT; STUDENT-ACHIEVEMENT; STRUCTURAL-ANALYSIS; EDUCATION;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
20
Recensione:
Indirizzi per estratti:
Indirizzo: Pelco, LE Coll William & Mary, Sch Educ, POB 8795, Williamsburg, VA 23187 USA Coll William & Mary POB 8795 Williamsburg VA USA 23187 23187 USA
Citazione:
L.E. Pelco e R.R. Ries, "Teachers' attitudes and behaviors towards family-school partnerships - What school psychologists need to know", SCH PSY INT, 20(3), 1999, pp. 265-277

Abstract

Although a considerable body of literature supports the benefits of ongoing family-school partnerships, some research indicates that such partnerships tend to decline as children progress from the lower through middle schoolgrade levels. It remains unknown, however, whether this trend continues through upper grade levels. This study clarifies the relationships between schools and families across lower, middle and upper grades by contrasting theresponses of over 400 teachers to a survey regarding their attitudes towards, involvement in, and perceptions of partnership practices at their schools. Results indicated that while teachers value family involvement in schools, middle and upper grade level teachers used fewer strategies to help families become or stay involved in their child's schooling than do lower grade level teachers. Additionally, upper grade level teachers report less involvement in family-school collaborations than did middle grade level teachers. The results are discussed within the framework of a causal model (Hoover-Dempsey and Sandler, 1995), and implications for school psychology practice and further research are presented.

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Documento generato il 24/09/20 alle ore 02:02:40