ERIC Number: ED321382
Record Type: RIE
Publication Date: 1989
How Open Is the Public School? On Cooperation between Teachers and Parents.
The degree to which schools cooperate with parents on the individual child level is investigated in this paper. The first chapter reviews the literature of empirical data and concludes that teachers and parents generally limit cooperation to obligatory rituals. The second chapter examines the extent to which pedagogical reasons enhance cooperation and argues that optimal school performance can only be achieved through cooperation. In the last chapter three types of conditions hindering cooperation are identified: structural, subjective, and training. The most effective way to increase parent-teacher cooperation is through a restructuring of the power imbalance between the two groups. Balance of power is most effectively achieved in private, free, or alternative schools, which provide the best examples of pedagogical parent-teacher cooperation. Appendices include a summary of empirical data and a model for parent-teacher interaction. (30 references) (LMI)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Authoring Institution: N/A