Parents and teachers must work together for the good of the child in assisting the latter to achieve more optimally. Each school day is salient in guiding the learning process. There is much to learn and individuals need to be ready for college or career high school graduation.

Context: An emerging body of research has begun to re-envision how nondominant families and communities might become powerful actors in equity-based educational change when issues of power, race, culture, language, and class are integrated into family engagement efforts. Beyond the commitment to more equitable engagement, the field offers little…

The current study aims to determine the teachers' views on trust in high schools. The study group of the research consisted of 138 teachers who served general, Anatolian, and vocational high schools within the borders of city of Van. The researcher developed a semi-structured interview form as a data collection tool. Nine sub-titles were included…

The Organisation for Economic Cooperation and Development has shown that there is a steady growth in the numbers of infants attending early childhood services. Despite growing interest in infant learning, recognition of infant teachers as specialised professionals is limited. This research aims to explore the role of early childhood teachers…

Mental health challenges are common among children, and can interfere with learning and adjustment to school. Although early intervention is crucial and the family-school partnership plays an integral role in the development and implementation of individual education plans (IEPs), there are few supports to assist families in navigating this…

This review examines parent-teacher relationships and parental involvement in education in Latino families, using Hoover-Dempsey and Sandler's ("Review of Educational Research", 67, 3-42, 1997) model of parental involvement in education to frame the review. Practical, cultural, and systemic factors often serve as barriers to positive…

In this study, parents were asked for their thoughts on the documentation provided to them by early childhood educators (ECEs), which focused on their young children's learning experiences in early learning settings. Forty-five parents completed questionnaires focusing on their understandings and experiences with documentation. Seven parents were…

The family--school relationship develops largely during face-to-face interactions between parents and teachers. Research shows that reciprocal and informal communication reinforces collaboration, especially between schools and families from minority groups. Yet, teacher practices regularly express a reluctance to implement reciprocal…

A variety of online programs, apps, and digital learning management systems currently "provide teachers with a means to more easily communicate and share information with students and parents through discussion forums, social media, videoconferencing, email, grade books, and announcements" (Howell & O'Donnell, 2017, p.28). While…

Historically, urban public schools with high concentrations of high-poverty, low-achieving students, report having difficulty attracting, developing, and retaining qualified and effective teachers (Ansley et al, 2019; Petty et.al, 2012; Simon & Johnson, 2015; Wilder, 2012). A common explanation to the attrition crisis in urban schools is that…

The unique traits and behaviours of students with autism spectrum disorder (ASD) often present a range of barriers to their educational experiences and development. The present study investigated collaborative partnerships between 3 stakeholders that often support students with ASD: teachers, parents, and allied health professionals (AHPs). With…

The desire to equip students with 21st-century skills has prompted teachers to find alternative ways to promote real learning of mathematics. One of these ways includes building communities of best practices, with the collaborative efforts of parents. This study aims to investigate how mathematics teaching communities develop mathematical…

Background: The Incredible Years® (IY) Teacher Classroom Management (TCM) programme may be an effective way to reduce teacher stress levels, improve child behaviour, and promote positive socio-emotional development. However, few studies have considered what teachers think of the course and how it might work. Aims: In this paper, we examine…

Family-school partnership (FSP) interventions capitalize on connections between families and schools, as parents and teachers jointly promote child development through activities that bridge both settings. The current meta-analysis assessed the effects of FSP interventions on children's academic and social-emotional competencies. From initial…

The purpose of this paper is to identify and describe the types, frequency and intensity of conflicts reported by school principals in Chile. This paper is based on a quantitative study collecting conflicts reported by school principals (n=395) though an online survey. Results indicated parents and families are sources of the most intense and…