NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1138256
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
ISSN: EISSN-2331-186X
One Step Closer: Connecting Parents and Teachers for Improved Student Outcomes
Mereoiu, Mariana; Abercrombie, Sara; Murray, Mary
Cogent Education, v3 n1 Article 1243079 2016
This study investigated the influence of a professional learning intervention on parents and special educators' perceptions of collaboration to support student outcomes. Over a period of six months, participants worked together to identify effective ways to establish and sustain partnerships in their districts. Eight pre- and post-intervention semi-structured focus groups were conducted with homogenous parent and educator participant groups. Findings indicated that participants recognized specific needs of improvement in home-school partnerships in the areas of: communication, understanding, and appreciation of the families' experiences, contributions and funds of knowledge, and participation in special education processes. The post-intervention findings indicated that the training helped participants to gain critical insight over each other's perspectives. This study brings important considerations for school districts or other agencies to design and deliver effective professional development in the area of partnerships between schools and families.
Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: H323A120002