{"id":70461,"date":"2022-08-17T00:40:52","date_gmt":"2022-08-17T00:40:52","guid":{"rendered":"https:\/\/essays.homeworkacetutors.com\/2022\/08\/partnership-relationship-between-teachers-and-parents\/"},"modified":"2022-08-17T00:40:52","modified_gmt":"2022-08-17T00:40:52","slug":"partnership-relationship-between-teachers-and-parents","status":"publish","type":"post","link":"https:\/\/www.colapapers.com\/us\/partnership-relationship-between-teachers-and-parents\/","title":{"rendered":"Partnership Relationship Between Teachers and Parents"},"content":{"rendered":"
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\nA Vital Partnership for Schools\n<\/p>\n

\nParents play a crucial role in facilitating their child\u2019s learning. This connection with learning is indispensable and continues through all aspects of a child\u2019s life, especially during their schooling years. According to Karen Mapp (2003) there is a renewed national focus within the last decade on the role that families and communities play in their child\u2019s educational development. This calls for the wider community to amplify their contribution to a child\u2019s development and enhance their learning experience. A public policy that addresses how schools and community\/ parent partnerships can engage with learning is key to creating a positive learning environment for young people.\n<\/p>\n

\nAccording to the National Research Council, (2001) and the U.S Department of Education (2000) \u201cFamily involvement in education has been identified as a beneficial factor in young children\u2019s learning\u201d (as cited in Fantuzzo, McWayne, Perry & Childs, 2004, p467).\u00a0 The significance of this research illustrates the vital importance of parent [1]<\/a> and community engagement in the improvement of a students\u2019 self-esteem, well-being, school attendance, and behaviour at school (Queensland. Department of Education, 2018).\u00a0\n<\/p>\n

\nThe Queensland Department of Education, Parent and Community Education Policy acknowledges the importance of parent and community engagement within the school environment. With students spending less than 15 % of their time at school, it is important to establish a policy where student\u2019s learning opportunities are developed through sustainable, successful and effective relationships (Queensland. Department of Education, 2018).\u00a0 These partnerships contribute to strong and equitable bonds with schools, and bridges the gap between social, culture and economic diversity.\n<\/p>\n

\nThe Parent and Community Engagement Framework is committed to finding innovative ways to renew and strengthen parent and community partnerships.\u00a0 This is achieved through five essential elements: communication, partnerships with parents, community collaboration, decision-making, and school culture (Queensland. Department of Education, 2018).\u00a0 With positive parent and community engagement, these elements aim to improve the quality of student well-being and academic success.\n<\/p>\n

\nWhy are Partnerships Important?\n<\/p>\n

\nAccording to Delgado-Gaitain (1991) and Epstein (1986) partnerships between home and school have long been recognised as promoting a sense of collaboration and shared responsibility in children\u2019s learning (as cited in Ashton & Cairney, p145, 2001). An important process outlined in the partnerships policy is collaboration with parents to identify ways to enhance their child\u2019s learning at home (Queensland. Department of Education, 2018) through verbal support and encouragement to complete work.\n<\/p>\n

\nTherefore, possessing the requisite skills to understand a child\u2019s learning process can achieve positive results.\u00a0 Hoover-Dempsey Otto C, Bassler & Burow (1995) suggest that parents\u2019 consideration of children\u2019s homework, and their involvement in that work, was based on their understanding of their children\u2019s characteristics and abilities. When these practices are utilised, this can cultivate a respectful, diverse and meaningful learning environment at home.\u00a0\u00a0 This illustrates that how children react to their parents\u2019 involvement in their home and school environment, serves as a motivational factor for continued parental support Mapp (2003) .\u00a0 When these relationships are nurtured, parents in return feel influential in their child\u2019s learning and the child feels supported.\n<\/p>\n

\nEducational Disadvantage\n<\/p>\n

\nIt is widely recognised that the development of equal partnerships between teachers and parents can be difficult. According to Rumberger (1995), student family background is widely recognized as the most significant contributor to success in education (as cited in Jacobs & Harvey,2005, p431). Although there is a plethora of research into the positive relationships between parents and communities in schools, it is important to consider that not all families and students benefit from these partnerships. This is where difficulty arises, interactions between parents and teachers can be challenging when it comes to families struggling with social and\/or economic pressures.\u00a0 It is evident that students who do come from disadvantaged backgrounds generally do not succeed as well as students from stable socio-economic groups (Jacobs & Harvey, 2005).\u00a0 Much of the research on parent involvement as it relates to student\u2019s outcomes, has emphasized the relationship between specific parent involvement behaviours and their children\u2019s achievement (Frantuzzo et al., 2004). Perhaps, future policy should explicitly look at these challenging relationships and implement innovate ways to enable a more supportive education experience for these students\u2019.\n<\/p>\n

\nAs observed, learning is not limited to the classroom. Parents and communities influence young people\u2019s educational pathways and personal development just as much as schooling does. The more effectively these partnerships work together, the better the outcome for students\u2019 well-being, happiness and academic achievement.\u00a0 To achieve positive outcomes, it is essential to nurture relationships between school, family and community to work together cohesively for a student\u2019s overall success.\u00a0 Future policies need to be able to provide strategies and procedures that optimise educational opportunities, and to strive towards nurturing these vital co-operative relationships to maximise learning and personal opportunities for all students.\n<\/p>\n

\nReference List\n<\/p>\n