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Open Access Contact met ouders in het grootstedelijke vmbo

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Contact with parents in urban pre-vocational education

The guidance from parents of their children at home and the cooperation between school and parents can contribute to the success of students in school. This is especially important for pupils in urban contexts. Unfortunately, in urban contexts barriers exist that can hinder the relationship between school and parents. Furthermore, little is known on how school can facilitate parents in guiding their children at home, especially in the urban context. In this qualitative field-study the effect of different types of contact moments on a positive relationship with parents and the facilitation of parents to support their child at home is examined at four urban schools for pre-vocational education. The results of this study suggest that in the type of contact moments that schools currently use several issues hinder the establishment of a positive relationship with parents; organisational issues seem to interfere with the welcoming of the parents, there are few moments in which teachers and parents can get acquainted with each other, there is not much reciprocity and the role of the pupil in the contact between school and parents is often unclear. To facilitate parents in the guidance of the students at home, more attention is needed for the talents of the student in order to provide parents with more tools to encourage their children. Furthermore, schools offer parents with few concrete tools to support their children in their study process and in making choices regarding their (school)career. Several types of contact moments have been observed that offer more possibilities to realize a relationship with parents and/or facilitate the support of their children at home and overcome some of the previously mentioned issues. However, these types of contact are less prevailing in schools.
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Keywords: parent teacher contact; parental involvement; parental support at home; urban context

Document Type: Research Article

Affiliations: Dr. Mariëtte Lusse is pedagoog. Zij leidt als lector ‘Ouders in Rotterdam Zuid’ bij Hogeschool Rotterdam een onderzoeksprogramma naar het verbeteren van de samenwerking met ouders en het versterken van opvoedkracht van ouders in de grootstedelijke context. Correspondentieadres:, Email: [email protected]

Publication date: December 21, 2016

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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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