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 |
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Hauptverfasser: | , |
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. |
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ISSN: | 0042-0859 1552-8340 |
DOI: | 10.1177/0042085908317676 |