Video production as a tool for raising educator awareness about collaborative teacher–parent partnerships

Wood, Lesley; Olivier, Tilla

doi:10.1080/00131881.2011.625151

Cited by 11 publications

(9 citation statements)

References 27 publications

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“…Prior research has established the potential adversarial relationship between parents and teachers. For example, teachers often position parents as part of the problem rather than a critical part of the solution (Wood and Olivier, 2011). Many families also report conflicts centering on a variety of issues such as differences in opinion on how to address an issue, as well as the teacher’s failure to reply to a parent’s question or request (Spann et al, 2003).…”

Section: Discussionmentioning

confidence: 99%

Concerns of parents and teachers of children with autism in elementary school

Azad

Mandell

2015

Autism

107

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Many consensus guidelines encourage parents and teachers to openly communicate about their concerns regarding their children. These guidelines attest to the importance of achieving consensus about what issues are most critical and how to address them. The purpose of this study was to examine whether parents and teachers (1) agree about their concerns for their children with autism and (2) when given the opportunity, whether they discussed these concerns. Participants were 39 parent–teacher dyads of children with autism in kindergarten-through-fifth grade autism support classrooms. Each parent and teacher was interviewed separately about their concerns and then observed together in a discussion about the child. Parents and teachers generally agreed about their primary and secondary concerns. When given an opportunity to communicate their concerns, 49% of the parent–teacher dyads discussed problems that neither reported as their primary concern, and 31% discussed problems that neither reported as their primary or secondary concern. These findings suggest that interventions should target parent–teacher communication, rather than agreement, to facilitate home–school collaboration.

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Section: Discussionmentioning

confidence: 99%

Concerns of parents and teachers of children with autism in elementary school

Azad

Mandell

2015

Autism

107

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“…Most teacher preparation programs typically provide no training on how to communicate with parents(Jivanjee, Kruzich, Friesen, & Robinson, 2007; Murray, Ackerman-Spain, Williams, & Ryley, 2011). Teachers report that they lack the time, support, and structure for developing effective partnerships with parents (Jivanjee et al, 2007), and often position parents as part of the problem rather than a critical part of the solution (Wood & Olivier, 2011). Likewise, parent training programs do not provide direct instruction on how to communicate with teachers (Murray et al, 2011).…”

mentioning

confidence: 99%

Partners in School: An Innovative Parent-Teacher Consultation Model for Children with Autism Spectrum Disorder

Azad

Marcus

Sheridan

et al. 2018

Journal of Educational and Psychological Consultation

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Little research examines the best ways to improve communication between parents and teachers of children with Autism Spectrum Disorder (ASD) and its effect on child outcomes. The present study tests an innovative parent-teacher consultation model, entitled Partners in School. The goal of Partners in School is to improve parent-teacher communication aboutevidence-based practices (EBPs), and subsequently, outcomes for children with ASD. Participants were 26 teachers and 49 parents of children with ASD from a large urban public school district. Parents and teachers completed measures of their communication and child outcomes prior to and after receiving consultation through Partners in School. Results indicated that parents and teachers perceived improvements in child outcomes after participation inPartners in School. Changes in parent-teacher communication also were associated with changes in some child outcomes. Discussionhighlights the important role of communication inconsultations targeting family-school partnerships for children with ASD.

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“…In communities such as the one in this project, the relationship between school and parents is a typically constraining one in that teachers are considered to be more knowledgeable than parents about the education of their child and so lack of parental involvement is a real problem (Lemmer, 2007). Ideally, parents and teachers should work together to educate the child, yet often they seem to be delivering contradictory messages regarding behavior and what is to be valued (Wood & Olivier, 2011). Parents who feel knowledgeable, have the capacity to assist the child academically, and generally become involved in the schooling experience.…”

Section: Linking Power Privilege and Participation To Parmentioning

confidence: 99%

Levelling the Playing Fields in PAR: The Intricacies of Power, Privilege, and Participation in a University–Community–School Partnership

Wood

McAteer

2017

Adult Education Quarterly

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When academics, who occupy a traditional position of power and privilege, engage with community members whose thinking, attitudes, and responses have been shaped by ongoing sociohistorical oppression and disadvantage, democratic participation is not easy to attain. Yet, unless community members feel able to participate freely, the valuable local knowledge they bring to the project will be lost and the learning will again be based on theories that may have little relevance for them. We explain how power relations can be leveled through the utilization of specific strategies within a participatory action research design. Seven community members and five teachers collaborated to develop a program that the community members would later use to educate parents about how to better support their children academically. Informed by a qualitative analysis of visual and textual data generated in several working sessions for this project, findings indicate that, while the flattening of power relations is an ongoing and complex task, specific strategies can be used to “level the playing fields” and negotiate the intricacies of power, privilege, and participation.

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Video production as a tool for raising educator awareness about collaborative teacher–parent partnerships

Cited by 11 publications

References 27 publications

Concerns of parents and teachers of children with autism in elementary school

Concerns of parents and teachers of children with autism in elementary school

Partners in School: An Innovative Parent-Teacher Consultation Model for Children with Autism Spectrum Disorder

Levelling the Playing Fields in PAR: The Intricacies of Power, Privilege, and Participation in a University–Community–School Partnership

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