The Development of Home-School Partnership Courses: A Practice Based on Xingzhi Tao’s Life Education Theory

Home-school partnership plays a critical role in student growth and the home-school partnership courses provide important paths to achieving ideal results of the partnership. Under the guidance of the three principles of “life is education”, “society is school” and “integrating teaching, learning and practice” in Xingzhi Tao’s life education theory, Shandong 271 Education Group developed the parent school course and the family civilization course, which turn out to be a systematic support for the home-school partnership program. This paper analyses the status quo of home-school cooperation in China and focuses elaborations on the components and practice of the two courses in Shandong 271 Education Group.

The Development of Home-School Partnership Courses: A Practice Based on Xingzhi Tao’s Life Education Theory

Home-school partnership plays a critical role in student growth and the home-school partnership courses provide important paths to achieving ideal results of the partnership. Under the guidance of the three principles of “life is education”, “society is school” and “integrating teaching, learning and practice” in Xingzhi Tao’s life education theory, Shandong 271 Education Group developed the parent school course and the family civilization course, which turn out to be a systematic support for the home-school partnership program. This paper analyses the status quo of home-school cooperation in China and focuses elaborations on the components and practice of the two courses in Shandong 271 Education Group.

Home-school Partnership

Home-school partnership has been recognized as an important approach to promote student learning since the last century. Though families bear an inevitable role to teach reading at home, teachers and parent volunteers working together at school may motivate those students who are uninterested or less supported by their families to read. The interests of the current readers may also be strengthened. This paper presents a parent-child reading programme adopted in a Hong Kong primary school that engaged parent volunteers to read with the children in the morning. The objectives, the detailed plan and evaluation methods are discussed. After a year of implementation, the P.1 and P.2 students involved had remarkable improvements in various skills such as prediction skills, reading aloud and communication skills. Moreover, it served as a media to promote home-school partnership.

An Ontological Perspective on the Development of Home–School Partnership Relationships with Indigenous Communities

We propose the use of an ontological perspective to shift current thinking about the phenomenon of home/school partnerships, particularly through an examination of school leaders (leadership team) — community relationships that seek to better serve Indigenous students and their communities. We reanalysed focus group interviews of indigenous Māori students and their whānau/families from a wider New Zealand study that investigated the development of culturally responsive leadership in 84 secondary schools. The aim of the leadership intervention was to improve school practices and enable Indigenous Māori students to achieve and enjoy educational success as Māori. Reanalysis of interview material revealed categories related to relational being that highlight both opportunities and impediments to authentic relationships between schools and communities and the development of culturally responsive leadership. This paper attempts to create a framework in regards to relational ontology within a broader struggle for transformative praxis and to provide direction for further theoretical and practical investigation within schools.

Retraction notice to: ‘Literacy lessons learnt from parents after attending a seven-week Home-School Partnership Programme’, South African Journal of Childhood Education 6(1), a291

<p><strong>Reason:</strong> The article ‘<em>Literacy lessons learnt from parents after attending a seven-week Home School Partnership Programme</em>' (DOI: <a href="http://dx.doi.org/10.4102/sajce.v6i1.291" target="_blank">http://dx.doi.org/10.4102/sajce.v6i1.291</a>)’ published on 30 June 2016 in the <em>South African Journal of Childhood Education</em> has been retracted by agreement between the authors (Dawn Cozett and Janet Condy) and the journal’s Editor-in-Chief Elizabeth Henning because of duplicate publication. The initial article was published on 21 June 2016 in the <em>South African Journal of Childhood Education</em> (DOI: <a href="http://dx.doi.org/10.4102/sajce.v6i1.364" target="_blank">http://dx.doi.org/10.4102/sajce.v6i1.364</a>). Duplicate publication was not the authors’ intention, but a mistake of the publisher. We deeply regret this mistake and apologise for any inconvenience to the authors and readers of the <em>South African Journal of Childhood Education</em>.</p>

RETRACTED: Literacy lessons learnt from parents after attending a seven-week Home-School Partnership Programme

<p><strong></strong>No abstract available.</p><p><strong>Editorial expression of concern:</strong> The editor and publisher express a note of concern regarding this article “Literacy lessons learnt from parents after attending a seven-week Home-School Partnership Programme,” by Dowan Cozett and Janet Condy. It appears to be a duplicate publication triggered in the editorial office.</p><p>Kindly note that a retraction notice has been published for this article. See here; <a id="pub-id::doi" href="http://dx.doi.org/10.4102/sajce.v6i1.474">http://dx.doi.org/10.4102/sajce.v6i1.474</a></p><p> </p>

Literacy lessons learnt from parents in a community programme

<p>The purpose of this study was to find out how parents can contribute to the early reading development of children in a Grade R class. The research was conducted in a low-income area in the Cape Flats. To gain a deeper understanding of the parents’ cultural values and aspirations when interacting with the Home-School Partnership Programme (HSPP) literacy programme, I elected to frame my study within the work of Paulo Freire, who argued that the purpose of education, at the time of his writing, was to make oppressed people passive. Qualitative data were gathered in a case study research design, utilising focus group interviews and semistructured questionnaire tools, as well as footage from a local broadcasting studio. The findings show that the parents, who were previously unable to assist their children with literacy skills at home, were keen to change and to be active partners in their children’s early literacy learning. This research is a descriptive example of how the home, the school and the community can collaborate in a meaningful and sustained way, especially in poverty-stricken areas where unemployment is rife.</p><p><strong>Keywords: </strong>case study, Grade R, literacy, parents; Paulo Freire; poverty; qualitative</p>