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Ouders van basisschoolleerlingen in Zuid-Limburg over ouderbetrokkenheid

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Abstract

Parents’ Perceptions of Parent Teacher Relationship Practices in Dutch Primary Schools ‐ an exploratory pilot study

This exploratory study focuses on parents’ perceptions of parental involvement and parent-teacher relationship practices between different types of schools. Using a questionnaire, we compare parents’ perceptions of two special education schools, two schools serving low SES-children, and two mainstream primary education schools in the southern part of the Netherlands. The theoretical framework is based on Epstein’s and Hoover-Dempsey and Sandler’s models of parental involvement. The results illustrate that parents and teachers of students in special education and low SES schools are more accustomed to align mutual tasks and expectations, in contrast to parents of children in mainstream schools, and that this is valued highly by these parents. Furthermore, in low SES schools parents and teachers are more used to interact with eachother, and parents feel strongly supported in their home-based learning. Regarding inclusive education, mainstream schools may learn from low SES schools and schools for special education.
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Keywords: inclusive education; parent-teacher relationships; primary education; socio-economic background

Document Type: Research Article

Affiliations: Email: [email protected]

Publication date: 01 March 2018

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  • Het tijdschrift Pedagogiek stelt zich ten doel de wetenschappelijke discussie over opvoeding, onderwijs en vorming binnen het Nederlands taalgebied (Nederland en Vlaanderen) te stimuleren en te ondersteunen. Pedagogiek beoogt naast een bijdrage aan het wetenschappelijke debat ook de maatschappelijke discussie op de terreinen van opvoeding, onderwijs en vorming te bevorderen. Bijdragen zullen dan ook uitdrukkelijk worden beoordeeld op zowel hun wetenschappelijke als maatschappelijke relevantie. Pedagogiek biedt: (1) wetenschappelijke verslagen van empirisch, theoretisch en historisch onderzoek op het gebied van opvoeding, onderwijs en vorming, alsmede review studies op onderhavige terreinen; (2) opiniërende bijdragen van wetenschappelijk niveau (Forumbijdragen); (3) boekbesprekingen.

    The journal Pedagogiek (Pedagogy) aims to stimulate and support the scholarly discourse on child rearing, education and training within the Dutch language area (The Netherlands and the Flemish region). Pedagogiek strives to contribute to the scholarly debate, but also desires to boost the public debate on the subject of child rearing, education and training. Therefore, contributions will be judged explicitly on both their scholarly merit and their social relevance. Pedagogiek offers: (1) scholarly articles reporting on empirical, theoretical and historical research in the field of child rearing, education and training, and review studies in the same field; (2) opinion pieces on a scholarly level (panel discussions); (3) book reviews.

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