School leaders and teachers are two important agents within the school organisation to promote parental involvement. The aim of the study was to investigate how school leaders and teachers foster parents' involvement in their children's education. It was hypothesised that both transformational school leadership for the support of parental involvement and inviting behaviour from the part of teachers encourage parents to become more strongly involved with their child's education. Surveys were administered to 2,151 parents and 90 teachers of 18 elementary schools spread across Java, Indonesia and analysed using multilevel regression analyses. Results showed that transformational leadership did not have significant direct effects on parental involvement. Significant effects were found of teacher invitations on parental involvement. In particular, teacher invitations contributed to school-based parental involvement, such as recruiting parents as volunteers and involvement in decision-making at school.
This article describes the basic principles of interactive language teaching, as currently developed by the National Centre for Language Education (Expertisecentrum Nederlands). Based on a social constructivist view on learning and development, we argue that language education in the primary grades should aim at social, authentic, and strategic learning. We show how these principles are applied to the teaching o f oral/communicative language skills and vocabulary acquisition. A framework for literacy standards, and its consequences for assessment is also discussed.
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