European Journal of Teacher Education volume 37, issue 4, P409-425 2014 DOI: 10.1080/02619768.2014.912628 View full text
Erica J. de Bruïne, T. Martijn Willemse, Jeanne D’Haem, Peter Griswold, Lijne Vloeberghs, Sofie van Eynde

Abstract: Previous research indicates that, while parent involvement promotes student achievement, how teacher candidates are prepared to establish family-school partnerships (FSP) is not well documented and the roles of teacher educators are often neglected. Explorative studies including curriculum analysis and focus groups of primary and secondary teacher candidates and teacher educators were conducted in three universities, one each in the Netherlands, Belgium and the USA. Data collection was designed to identify op…

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