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dc.contributor.authorHart, Peter
dc.contributor.authorOliveira, Gisela
dc.contributor.authorPaul, Shirley-Ann
dc.contributor.authorGundarina, Olena
dc.date.accessioned2020-01-20T10:09:22Z
dc.date.available2020-01-20T10:09:22Z
dc.date.issued2020-01-16
dc.identifier.citationGundarina, O., Hart, P., Oliveira, G. and Paul, S-A, S, (2019) Effective parent-practitioner partnerships in children’s secondary education. Education in the North, 26 (2) pp. 82-89en
dc.identifier.urihttps://dora.dmu.ac.uk/handle/2086/19040
dc.description.abstractThis paper presents results from a qualitative case study project into effective strategies for fostering parent-practitioner partnerships in secondary education in England. It discusses the nature of a true ‘community partnership’ as a dialogic and productive partnership as opposed to a more common ‘information sharing partnership’. In doing so, the paper demonstrates that effective partnerships engage parents, teachers, school staff, but also students to develop a ‘three-way-partnership’ (parent-student-teacher), making the schools more welcoming places. Finally, the authors argue that schools should find out about and share the values that are important in their communities.en
dc.language.isoenen
dc.publisherEducation in the Northen
dc.subjectparent-practitioner partnership;en
dc.subjectsecondary educationen
dc.subjectparental engagementen
dc.subjectparental involvementen
dc.subjectcommunity partnershipen
dc.titleEffective parent-practitioner partnerships in childrens secondary educationen
dc.typeArticleen
dc.identifier.doihttps://doi.org/10.26203/f5e5-pj12
dc.peerreviewedYesen
dc.funderNo external funderen
dc.cclicenceCC-BY-NCen
dc.date.acceptance2019-11


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