2004
Volume 38, Issue 1
  • ISSN: 1567-7109
  • E-ISSN: 2468-1652

Abstract

Abstract

This exploratory study focuses on parents’ perceptions of parental involvement and parent-teacher relationship practices between different types of schools. Using a questionnaire, we compare parents’ perceptions of two special education schools, two schools serving low SES-children, and two mainstream primary education schools in the southern part of the Netherlands. The theoretical framework is based on Epstein’s and Hoover-Dempsey and Sandler’s models of parental involvement. The results illustrate that parents and teachers of students in special education and low SES schools are more accustomed to align mutual tasks and expectations, in contrast to parents of children in mainstream schools, and that this is valued highly by these parents. Furthermore, in low SES schools parents and teachers are more used to interact with eachother, and parents feel strongly supported in their home-based learning. Regarding inclusive education, mainstream schools may learn from low SES schools and schools for special education.

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/content/journals/10.5117/PED2018.1.LEEN
2018-03-01
2021-09-20
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