Parents and Teachers: Perspectives, Interactions and Relationships

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Francesco Arcidiacono (Editor) – Professor, Director, University of Teacher Education BEJUNE, Biel/Bienne, Switzerland

Series: Education in a Competitive and Globalizing World
BISAC: EDU022000
DOI: https://doi.org/10.52305/THJH5228

The present volume proposes different international scientific contributions coming from professionals and researchers interested in teaching, learning and social interactions within a range of various educational settings. These scientific investigations, as well as professional experiences as teachers, are interconnected because they are built around the connections between teachers, students and parents. The chapters offer a plurality of methodologies and approaches dealing with different educational aspects related to adults’ and children’s involvement in various cultures. The contributions propose a set of analyses of the relationships between school and family in risk situations and within different dialogical frames. The chapters assume specific perspectives in considering the family-school interactions and incorporate analytical reflections connected to specific situations, such as the COVID-19 pandemic and the question of inclusive education.

The volume intends to foster a new comprehension of the dynamics involving school actors and families. Each contribution looks at the interconnections between teachers, students and parents, in order to highlight the centrality of the role of social actors within various educational settings in which the processes of teaching and learning are developed. In this sense, schools and families are presented as communities continuously engaged in interpersonal relationships, and soliciting various processes of appropriation of cultural, semiotic, professional, and emotional resources. The volume proposes approaches that are useful to better understand how teachers, students and parents can contribute, in different and complementary ways, to build meaningful frameworks for the processes of teaching and learning.

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Table of Contents

Preface. Studying the Interactions Between School and Family: Parent-Teacher Relationships
(Francesco Arcidiacono – University of Teacher Education BEJUNE, Biel/Bienne, Switzerland)

Part I. Educational Involvement, Cultures and Risk Situations

Chapter 1. Players in the Same Team: Factors Affecting and Strategies Improving the Educational Partnership Between Teachers and Parents from Diverse Sociocultural and Ethnic Backgrounds
(Sara Costa, Sabine Pirchio, Ylenia Passiatore & Giuseppe Carrus – “Sapienza” University of Rome, Italy, et al.)

Chapter 2. Family and Teacher Involvement in Diversity and Special Needs in The School Context
(Amanda Abín, Tania Pasarín, Trinidad García & Celestino Rodríguez – Department of Psychology, University of Oviedo, Oviedo, Spain)

Chapter 3. Communication Between Parents and Teachers Regarding School Bullying: A Complex Adaptive Systems (CAS) Perspective
(Rosalyn H. Shute – College of Education, Psychology and Social Work, Flinders University, Adelaide, South Australia)

Chapter 4. Persistence and Desistance in Child and Adolescent Antisocial Development: How Do Parents and Teachers Add to Identification of Children at Risk?
(Hans M. Koot, Maartje Timmermans & Pol A. C. van Lier – Department of Clinical, Neuro- and Developmental Psychology, Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, the Netherlands)

Chapter 5. Parent-Teacher Partnership and Practices in Education of Children with Disabilities in India
(Jayanthi Narayan & Nibedita Patnaik – Faculty of Health, Education and Society, University of Northampton, UK, et al.)

Chapter 6. Impact of Visual and Auditory Perceptual Deficits on Classroom Learning of Children and Life at Home
(Farida Raj – Hyderabad, Telengana State, India)

Part II. Dialogical Frames and Contexts of Family-School Interactions

Chapter 7. Co-Construction of Argumentative Interactions in Family and School. A Pragma-Dialectical Analysis
(Antonio Bova – Department of Psychology, Università Cattolica del Sacro Cuore, Milan, Italy)

Chapter 8. Connecting Parents, Children and Teachers Through an Inclusive Project: An Argumentative Analysis
(Francesco Arcidiacono & Josephine Convertini – University of Teacher Education BEJUNE, Biel/Bienne, Switzerland, et al.)

Chapter 9. Communication Between Pupils, Parents and Teachers. Research on School During the COVID-19 Pandemic
(Giancarlo Gola, Spartaco Calvo, Luciana Castelli, Michele Egloff, Lucio Negrini, Alberto Piatti, Lorena Rocca & Wolfgang Sahlfeld – Department of Education and Learning, University of Applied Sciences and Arts of Southern Switzerland, Locarno, Switzerland)

Epilogue. Parent-Teacher Relationships: Perspectives
(Josephine Convertini & Francesco Arcidiacono – University of Applied Sciences and Arts of Southern Switzerland, Locarno, Switzerland, et al.)

Index

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