Relationship school-family-community : when all learn with all
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/1822/32728 |
Resumo: | Despite the weak involvement of families in the school life of their children, there is a widespread perception and a tacit acceptance of the importance of this involvement and implication, by the strong and positive correlation that it has with the school and educational success of children, adolescents and youngsters. In a research carried out under the PhD in Educational Sciences and from the perception of parents and teachers who play the roles of Class Tutors, it was possible to identity very significant benefits that can result from a close and constructive relationship between the school, the surrounding community, and particularly families. The joint reflection on these results as well as the objective to put it at the service of the improvement of the school educational activity, the project “Parents and Teachers in Training/Action” was born. Aiming the promotion of an active and informed participation of families in their children’s school careers and relying on the commitment of the internal actors, this project chooses as primary intervention strategy the training of parents and teachers as they are more directly responsible in the educational process. Through the development and deepening — by specialized teams — topics, mostly suggested by recipients, a contribution to the construction of a space of reflection around the complex daily school life is provided, in joint pursuit of the most appropriate responses to the problems and constraints that characterize it. |
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Relationship school-family-community : when all learn with allPartnershipsParental involvementProjectCiências Sociais::Ciências da EducaçãoDespite the weak involvement of families in the school life of their children, there is a widespread perception and a tacit acceptance of the importance of this involvement and implication, by the strong and positive correlation that it has with the school and educational success of children, adolescents and youngsters. In a research carried out under the PhD in Educational Sciences and from the perception of parents and teachers who play the roles of Class Tutors, it was possible to identity very significant benefits that can result from a close and constructive relationship between the school, the surrounding community, and particularly families. The joint reflection on these results as well as the objective to put it at the service of the improvement of the school educational activity, the project “Parents and Teachers in Training/Action” was born. Aiming the promotion of an active and informed participation of families in their children’s school careers and relying on the commitment of the internal actors, this project chooses as primary intervention strategy the training of parents and teachers as they are more directly responsible in the educational process. Through the development and deepening — by specialized teams — topics, mostly suggested by recipients, a contribution to the construction of a space of reflection around the complex daily school life is provided, in joint pursuit of the most appropriate responses to the problems and constraints that characterize it.CIEC – Research Centre on Child Studies, UM (FCT R&D 317)Academic Star Publishing CompanyUniversidade do MinhoSousa, Maria MartinsSarmento, Teresa2014-022014-02-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/1822/32728engMartins, Maria e Sarmento, Teresa (2014). “Relationship School-Family-Community: When All Learn with All”. Journal of Modern Education Review, ISSN 2155-7993, USA, Volume 4, No. 2, pp. 84–96 Doi: 10.15341/jmer(2155-7993)/02.04.2014/002, Academic Star Publishing Company2155-799310.15341/jmer(2155-7993)/02.04.2014/002http://www.academicstar.us/issuelist.asp?ArtID=365&issid=456info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-21T12:43:48Zoai:repositorium.sdum.uminho.pt:1822/32728Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T19:41:22.138004Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Relationship school-family-community : when all learn with all |
title |
Relationship school-family-community : when all learn with all |
spellingShingle |
Relationship school-family-community : when all learn with all Sousa, Maria Martins Partnerships Parental involvement Project Ciências Sociais::Ciências da Educação |
title_short |
Relationship school-family-community : when all learn with all |
title_full |
Relationship school-family-community : when all learn with all |
title_fullStr |
Relationship school-family-community : when all learn with all |
title_full_unstemmed |
Relationship school-family-community : when all learn with all |
title_sort |
Relationship school-family-community : when all learn with all |
author |
Sousa, Maria Martins |
author_facet |
Sousa, Maria Martins Sarmento, Teresa |
author_role |
author |
author2 |
Sarmento, Teresa |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Sousa, Maria Martins Sarmento, Teresa |
dc.subject.por.fl_str_mv |
Partnerships Parental involvement Project Ciências Sociais::Ciências da Educação |
topic |
Partnerships Parental involvement Project Ciências Sociais::Ciências da Educação |
description |
Despite the weak involvement of families in the school life of their children, there is a widespread perception and a tacit acceptance of the importance of this involvement and implication, by the strong and positive correlation that it has with the school and educational success of children, adolescents and youngsters. In a research carried out under the PhD in Educational Sciences and from the perception of parents and teachers who play the roles of Class Tutors, it was possible to identity very significant benefits that can result from a close and constructive relationship between the school, the surrounding community, and particularly families. The joint reflection on these results as well as the objective to put it at the service of the improvement of the school educational activity, the project “Parents and Teachers in Training/Action” was born. Aiming the promotion of an active and informed participation of families in their children’s school careers and relying on the commitment of the internal actors, this project chooses as primary intervention strategy the training of parents and teachers as they are more directly responsible in the educational process. Through the development and deepening — by specialized teams — topics, mostly suggested by recipients, a contribution to the construction of a space of reflection around the complex daily school life is provided, in joint pursuit of the most appropriate responses to the problems and constraints that characterize it. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-02 2014-02-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/1822/32728 |
url |
http://hdl.handle.net/1822/32728 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Martins, Maria e Sarmento, Teresa (2014). “Relationship School-Family-Community: When All Learn with All”. Journal of Modern Education Review, ISSN 2155-7993, USA, Volume 4, No. 2, pp. 84–96 Doi: 10.15341/jmer(2155-7993)/02.04.2014/002, Academic Star Publishing Company 2155-7993 10.15341/jmer(2155-7993)/02.04.2014/002 http://www.academicstar.us/issuelist.asp?ArtID=365&issid=456 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Academic Star Publishing Company |
publisher.none.fl_str_mv |
Academic Star Publishing Company |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
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1799132962315304960 |