The short-term impact of a character growth intervention during a week-long summer camp among 10–15-year-old Baltic Sea region boys

González, Manuel Joaquín Fernández; Surikova, Svetlana

doi:10.1080/01629778.2022.2123367

Cited by 1 publication

(1 citation statement)

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“…To address these research questions, this empirical study focusses on parents' voices, recognising the convenience of including parents in character education research, given parents' unique perspectives regarding their children's character growth (Fernández González & Surikova, 2022).…”

Section: Family-school Collaboration For Character Educationmentioning

confidence: 99%

Theoretical Insights and Parents’ Views about Family-School Collaboration for Character Education in Latvia

Surikova¹,

González²

2022

Human, Technologies and Quality of Education, 2022

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This article presents a mixed-method study aimed at identifying preconditions of effective family-school partnerships for implementing character education at school. The research questions were: ‘What do parents think about the existence and quality of family-school collaboration for character education in Latvian schools? Which are the most/least common family-school relationship models and strategies for promoting effective family-school partnerships to implement character education at school in Latvia?’ The theoretical background of the study provided a brief overview of existing theoretical (conceptual and processual) models of family-school relationships and parental involvement, and identified different strategies facilitating parental involvement and family-school collaboration in meaningful and effective ways. Parents’ viewpoints (N = 461) were collected in 2019-2020 from all five regions of Latvia through an online questionnaire containing closed and open questions. Most parents believed that collaboration with the school for character education was good and fairly regular. The most commonly used family-school relationship model for character education was the curriculum enrichment model, where teachers and parents enhance mutual communication for improving the curriculum and providing a more family-friendly school climate. The least common model was the protective model, where parents are perceived as non-partners and outsiders. Improving two-sided family-school communication was instrumental for promoting effective partnerships.

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Section: Family-school Collaboration For Character Educationmentioning

confidence: 99%