Parent engagement through digital technology

The following article discusses two case studies in relation to their use of digital technology and parent partnerships, before asking what this means for practice beyond the pandemic.

Parental collaboration and EYFS reforms

Why is parental collaboration still key following the EYFS reforms? Chris Reid asks this question due to the multitude of changes having taken place recently, which may have caused the usual practices surrounding parent partnerships to be placed to one side.

Working closely with parents and carers

Parent partnerships are integral to an educator's role, even more so when working with children with SEND. But what does this actually mean? Claire Hewson touches on explaining your inclusive practice to parents and identifying and overcoming barriers to communication.

Parent Engagement Through Abriendo Caminos/Opening Pathways

“Abriendo Caminos/Opening Pathways for Students of Color Into the Teaching Profession: Giving Back to the Community Through Teaching,” funded by an educational improvement grant, was designed to address the teacher shortage and demographic diversity gap between students and teachers in a largely urban public school district in the Southwestern United States. The research team at a large, minority-serving public research institution set to address the teacher shortage and diversity gap in three distinct ways—research, recruitment, and registration/retention—with a strong parental engagement component in every stage. Research shows that the engagement of multicultural families/families of color in schools and surrounding community initiatives may more expediently and reliably translate into improved student educational outcomes than does that involvement focused largely on their children's performance in school. This chapter delineates practical hands-on methods to develop stronger parent partnerships using a social justice lens.

TOGETHER FOR EACH CHILD – PARTNERSHIP SCHOOL – PARENTS

This article presents good practices in the First Primary School „St. Cyril and St. Methodius“, Gotse Delchev, about the school-parent partnerships. The aim of our school is not only to achieve high educational goals, but also to build individuals who will cope with the challenges of the time in which we live. This is possible by building strong relationships in the teacher-student-parent triad. Involving parents in their child’s education is a two-way process. A pre-planned, conscious approach is needed to build a real, meaningful partnership. Meaningful communication begins with creating a relationship of trust and mutual understanding. The quality teaching of the teacher and his participation in school life in partnership with the parents are a guarantee for the success of all stakeholders.

Parent Perspectives of Their Involvement in IEP Development for Children With Autism

The present study investigated parents’ experiences in making educational decisions for their children with autism and their satisfaction with said outcomes. Parents completed a survey describing (a) their input in educational decisions, (b) satisfaction with school personnel, and (c) satisfaction with their child’s school experience. Sequential regressions revealed parents’ satisfaction was generally predicted by their own knowledge of autism, school staff knowledge of autism, parent satisfaction with teachers, and parent relationships with school personnel. In addition, parent input was a significant predictor of satisfaction with their child’s school experience. Finally, open-ended responses indicated that parents experienced many barriers when working with schools and often felt compelled to go outside of the school system to ensure their children received an appropriate education. Implications for teacher preparation and school–parent partnerships are described.