Value Added?: Teachers' Investments in and Orientations Toward Parent Involvement in Education

Research suggests that community-referenced pedagogy initiatives foster academic inclusion for minority students. However, we know little about such engagements' benefits for teachers. This study provides insights into teachers' dispositions toward school-based parent involvement in educat...

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Veröffentlicht in:Urban education (Beverly Hills, Calif.) Calif.), 2009-01, Vol.44 (1), p.59-87
Hauptverfasser: Schecter, Sandra R., Sherri, Dana L.
Format: Artikel
Sprache:eng
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Zusammenfassung:Research suggests that community-referenced pedagogy initiatives foster academic inclusion for minority students. However, we know little about such engagements' benefits for teachers. This study provides insights into teachers' dispositions toward school-based parent involvement in education based on ethnographic data collected through participant observation and sequenced, scheduled interviews and follow-up conversations with 3 key teacher respondents. Results demonstrate respondents' convergences regarding these engagements' “value-added” dimensions for the “other.” Teachers acknowledged benefits related to curriculum orientation for parents, opening lines of communication, building community, linguistic diversity as a resource, and parent advocacy. Although respondents converged on “value added” for self, they placed different emphases on this value's dimensions.
ISSN:0042-0859
1552-8340
DOI:10.1177/0042085908317676