NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ911680
Record Type: Journal
Publication Date: 2011-Feb
Pages: 10
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0742-051X
Asking, Listening, and Learning: Toward a More Thorough Method of Inquiry in Home-School Relations
Kroeger, Janice; Lash, Martha
Teaching and Teacher Education: An International Journal of Research and Studies, v27 n2 p268-277 Feb 2011
The article provides a rationale and description of a constructivist parent-teacher approach used to support preservice teachers' understandings of relationships between home and school. Using a critical theoretical framing of policy, social science, and enacted curriculum, the authors ask readers to consider moving away from proscribed models of home-school relationships to a partnering lens which allows teachers to view their initial communications as a crucial teacher-learning endeavor. With this approach, preservice teachers are constructing their understanding of parents' views of children, uncovering resources and parents ideals, and empowering themselves to deconstruct/reconstruct images of families in a more just framework.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A