Smit, F., Driessen, G., & Felling, B. (2009). The functioning of the Platform for Ethnic Minority Parents in the Netherlands. Paper 7th International Conference of the European Research Network About Parents in Education (ERNAPE), ‘Diversity in Education'. Malmö, Sweden, August 26-28, 2009.
Frederik Smit, Kees van der Wolf & Peter Sleegers (2001). Bridge to the futur...Frederik Smit
Bridge to the future. Collaboration between parents schools and communities
In an increasing number o f countries schools become convinced that good partnerships between parents and com munities are necessary in behalf of the optimization of pupils' development opportunities, the enhancement of pupils' educational careers and the improvement of teachers' task performance. ERNAPE (European Research Network About Parents in Education) is an association of research networks in the area of education, in particular about parents in education. In 1993 the association was established with the aim to share research results, stimulate research at all levels.
Two researchers from the ITS, in collaboration with specialists on parent participation from the University Nijmegen and the SCO-Kohnstamm Institute have brought together in this volume the recent scientific and social developments in relation to the collaboration between families, school and community.
Contributors:
Metin Alkan (University of Amsterdam, the Netherlands), Jacques Braster (Erasmus University Rotterdam, the Netherlands), Martha Allexsaht-Snider (University of Georgia, USA), Frans Brekelmans (General Education Union AOb, Faculty of Law of the Vrije Universiteit Amsterdam, deputy-judge, the Netherlands), Tanja van Beukering (Amsterdam Municipal Pedological Institute, the Netherlands), Elzbieta Bielecka (University in Bialystok, Poland), Stafano Castelli (State University of Milano-Bicocca, Italy), Laura De Clara (Comune di Codroipo, Italy), Pierre Couvreur (University of Mons, Belgium), Miriam David (Keele University, United Kingdom), Don Davies (Institue for Responsive Education, Marblehead MA, USA), Eddie Denessen (University Nijmegen, the Netherlands), Rollande Deslandes (Université du Quebec à Trois-Rivières, Quebec, Canada), Geert Driessen (ITS of the University Nijmegen, the Netherlands), Anne Bert Dijkstra (University of Groningen), Kateøina Emmerov (Masaryk University, Czech Republic), Wander van Es (Sardes, Utrecht, the Netherlands), Alvard Harutynyan (CRS/Armenia), Lex Herweijer ( Social and Cultural Planning Office of the Netherlands), Diana B. Hiatt-Michael (Pepperdine University, USA), Paul Jungbluth (ITS of the University Nijmegen, the Netherlands), Raili Kärkkäïnen (University of Helsinki, Finland), Cees A. Klaassen (University Nijmegen, the Netherlands), Andra Laczik (University of Oxford, United Kingdom), Miek Laemers (ITS of the University Nijmegen, the Netherlands), Willy Lahaye (University of Mons, Belgium), Iskra Maksimovic (CRS/Yugoslavia), Raquel-Amaya Martínez González (Universidad de Oviedo, Spain), Jacqueline McGilp (Australian Catholic University, Ballarat, Australia), Maria Mendel (University of Gdansk, Poland), Sean Neill (University of Warwick, United Kingdom), Patricia Nimal (University of Mons, Belgium), Pirjo Nuutinen (University of Joesuu, Savonlinna, Finland), Helen Phtiaka (Univeristy of Cyprus, Cyprus), Milada Rabušicová (Masaryk
Smit, F., Moerel, H., Wolf, K. van der & Sleegers, P. (1999) (Eds.). Building...Frederik Smit
Building bridges between home and school'
In this book you will find case studies, programmes, overviews and reviews of various kinds of involvement in a number of countries over the world. The main body is made up of the business of "building bridges" between home and school. The forms of involvement run from orientation to partnerships in specific subjects to systems, models and strategies for partnerships.
Contributors:
Ana Isabel Alvarez, Emma Beresford, Elzbieta Bielecka, Sue Botcherby, Victoria Casielles, Norberto Corral, Begoña Dona ire, Stelios Georgiou, Raquel-Amaya M artínez González, Jennifer Hartman, Gary Heywood-Everett, Pauline Huizenga, Ingebjörg Johanessen, Lesley Jones, Ann Kinkor, Leonidas Kyriakides, Cees Klaassen , Sue Lasky, Han Leeferink, Ronald Lippens, Donald Lueder, Olwen McNamara, Maria Mendel, Hans Moerel, Oliver Moles, Ton Mooij, Shawn Moore, Pirjo Nuutinen, Rhonda Payne, Marisa Pereira, Helen Phtiaka, Daniel Safran, Peter Sleegers, Ed Smeets, Frederik Smit, Martha Allexsaht-Snider, Annemiek Veen, Adelina Villas-Boas, Babara Wilson, Kees van der Wolf.
Editors: Frederik Smit, Hans Moerel, Kees van der Wolf en Peter Sleegers.
Smit, F., & Driessen, G. (2005). Parent-school-community relations in a chang...Frederik Smit
Smit, F., & Driessen, G. (2005). Parent-school-community relations in a changing society: Bottlenecks, pitfalls and solutions. In R.-A. Martínez-Gonzáles, Ma del Henar Pérez-Herrero & B. Rodríguez-Ruiz (Eds.), Family-school-community partnerships merging into social development (pp. 353-372). Oviedo: Grupo SM.
Frederik Smit, Geert Driessen, Roderik Sluiter & Peter Sleegers (2007). Types...Frederik Smit
In order to expand parental participation in the education of their children, teachers should be equipped with some basic and possibly new skills for communication and cooperation purposes. Schools host a very diverse population of pupils, and the purpose of the present study was therefore to attain a better understanding of what various groups of parents expect of education and the school in order to develop a framework for school strategies to involve different types of parents. The research included a review of the literature, consultation with three expert panels, a web survey of 500 school leaders, an interactive focus group, 20 case studies to identify promising practices and the identification of strategies to expand parental participation. The results showed parents in ‘white’ schools to support teachers during activities (parents as supporters). Non-minority parents and certainly those from higher social milieus were accustomed to having a say in school matters (parents as politicians). In schools with many disadvantaged pupils, in contrast, little or no attention was paid to having parents have a say in school matters. A bottleneck in ‘white’ schools was that parents do not have time to participate due to their work (career parents). A bottleneck in ‘black’ schools is that parents do not perceive themselves as qualified to participate (absentee parents). It is further shown that strategies which parallel the different types of parents can be identified for school teams to realize effective partnership relations.
Frederik Smit & Geert Driessen (2005). Ethnic minority parents’ and teachers’...Frederik Smit
Frederik Smit & Geert Driessen (2005). Ethnic minority parents’ and teachers’ orientation on collaboration between home and school: strategies and contexts

Resumen
Tras los atentados islamistas del 11-S y del asesinato del director de cine holandés Theo van Gogh, hay una tendencia creciente entre los políticos y profesores holandeses a preocuparse por la responsabilidad de los padres acerca del modo en que sus hijos se comportan en una socie- dad multicultural. En Holanda, la educación moral y el fomento de la cohesión social son prio- ritarios en la agenda política. En los últimos años, las tensiones sociales entre grupos étnicos han cambiado el clima social en este país con una tradición previa abierta y tolerante. Dos estudios en Educación Primaria y Secundaria, se llevaron a cabo sobre las expectativas de los padres y las relaciones de los profesores ante las circunstancias interculturales. Ambos estudios se reali- zaron en la ciudad de Rótterdam donde existe una gran diversidad étnica. Las conclusiones más importantes fueron que los padres de las minorías étnicas quieren tener mucha más implicación en la educación de sus hijos y que entre los profesores hay demasiadas diferencias en cuanto a conocimientos y conciencia de la interculturalidad. Para resolver estos problemas debería inter- venirse específicamente en la mejora de los déficits comunicativos en las escuelas.
Frederik Smit, Kees van der Wolf & Peter Sleegers (2001). Bridge to the futur...Frederik Smit
Bridge to the future. Collaboration between parents schools and communities
In an increasing number o f countries schools become convinced that good partnerships between parents and com munities are necessary in behalf of the optimization of pupils' development opportunities, the enhancement of pupils' educational careers and the improvement of teachers' task performance. ERNAPE (European Research Network About Parents in Education) is an association of research networks in the area of education, in particular about parents in education. In 1993 the association was established with the aim to share research results, stimulate research at all levels.
Two researchers from the ITS, in collaboration with specialists on parent participation from the University Nijmegen and the SCO-Kohnstamm Institute have brought together in this volume the recent scientific and social developments in relation to the collaboration between families, school and community.
Contributors:
Metin Alkan (University of Amsterdam, the Netherlands), Jacques Braster (Erasmus University Rotterdam, the Netherlands), Martha Allexsaht-Snider (University of Georgia, USA), Frans Brekelmans (General Education Union AOb, Faculty of Law of the Vrije Universiteit Amsterdam, deputy-judge, the Netherlands), Tanja van Beukering (Amsterdam Municipal Pedological Institute, the Netherlands), Elzbieta Bielecka (University in Bialystok, Poland), Stafano Castelli (State University of Milano-Bicocca, Italy), Laura De Clara (Comune di Codroipo, Italy), Pierre Couvreur (University of Mons, Belgium), Miriam David (Keele University, United Kingdom), Don Davies (Institue for Responsive Education, Marblehead MA, USA), Eddie Denessen (University Nijmegen, the Netherlands), Rollande Deslandes (Université du Quebec à Trois-Rivières, Quebec, Canada), Geert Driessen (ITS of the University Nijmegen, the Netherlands), Anne Bert Dijkstra (University of Groningen), Kateøina Emmerov (Masaryk University, Czech Republic), Wander van Es (Sardes, Utrecht, the Netherlands), Alvard Harutynyan (CRS/Armenia), Lex Herweijer ( Social and Cultural Planning Office of the Netherlands), Diana B. Hiatt-Michael (Pepperdine University, USA), Paul Jungbluth (ITS of the University Nijmegen, the Netherlands), Raili Kärkkäïnen (University of Helsinki, Finland), Cees A. Klaassen (University Nijmegen, the Netherlands), Andra Laczik (University of Oxford, United Kingdom), Miek Laemers (ITS of the University Nijmegen, the Netherlands), Willy Lahaye (University of Mons, Belgium), Iskra Maksimovic (CRS/Yugoslavia), Raquel-Amaya Martínez González (Universidad de Oviedo, Spain), Jacqueline McGilp (Australian Catholic University, Ballarat, Australia), Maria Mendel (University of Gdansk, Poland), Sean Neill (University of Warwick, United Kingdom), Patricia Nimal (University of Mons, Belgium), Pirjo Nuutinen (University of Joesuu, Savonlinna, Finland), Helen Phtiaka (Univeristy of Cyprus, Cyprus), Milada Rabušicová (Masaryk
Smit, F., Moerel, H., Wolf, K. van der & Sleegers, P. (1999) (Eds.). Building...Frederik Smit
Building bridges between home and school'
In this book you will find case studies, programmes, overviews and reviews of various kinds of involvement in a number of countries over the world. The main body is made up of the business of "building bridges" between home and school. The forms of involvement run from orientation to partnerships in specific subjects to systems, models and strategies for partnerships.
Contributors:
Ana Isabel Alvarez, Emma Beresford, Elzbieta Bielecka, Sue Botcherby, Victoria Casielles, Norberto Corral, Begoña Dona ire, Stelios Georgiou, Raquel-Amaya M artínez González, Jennifer Hartman, Gary Heywood-Everett, Pauline Huizenga, Ingebjörg Johanessen, Lesley Jones, Ann Kinkor, Leonidas Kyriakides, Cees Klaassen , Sue Lasky, Han Leeferink, Ronald Lippens, Donald Lueder, Olwen McNamara, Maria Mendel, Hans Moerel, Oliver Moles, Ton Mooij, Shawn Moore, Pirjo Nuutinen, Rhonda Payne, Marisa Pereira, Helen Phtiaka, Daniel Safran, Peter Sleegers, Ed Smeets, Frederik Smit, Martha Allexsaht-Snider, Annemiek Veen, Adelina Villas-Boas, Babara Wilson, Kees van der Wolf.
Editors: Frederik Smit, Hans Moerel, Kees van der Wolf en Peter Sleegers.
Smit, F., & Driessen, G. (2005). Parent-school-community relations in a chang...Frederik Smit
Smit, F., & Driessen, G. (2005). Parent-school-community relations in a changing society: Bottlenecks, pitfalls and solutions. In R.-A. Martínez-Gonzáles, Ma del Henar Pérez-Herrero & B. Rodríguez-Ruiz (Eds.), Family-school-community partnerships merging into social development (pp. 353-372). Oviedo: Grupo SM.
Frederik Smit, Geert Driessen, Roderik Sluiter & Peter Sleegers (2007). Types...Frederik Smit
In order to expand parental participation in the education of their children, teachers should be equipped with some basic and possibly new skills for communication and cooperation purposes. Schools host a very diverse population of pupils, and the purpose of the present study was therefore to attain a better understanding of what various groups of parents expect of education and the school in order to develop a framework for school strategies to involve different types of parents. The research included a review of the literature, consultation with three expert panels, a web survey of 500 school leaders, an interactive focus group, 20 case studies to identify promising practices and the identification of strategies to expand parental participation. The results showed parents in ‘white’ schools to support teachers during activities (parents as supporters). Non-minority parents and certainly those from higher social milieus were accustomed to having a say in school matters (parents as politicians). In schools with many disadvantaged pupils, in contrast, little or no attention was paid to having parents have a say in school matters. A bottleneck in ‘white’ schools was that parents do not have time to participate due to their work (career parents). A bottleneck in ‘black’ schools is that parents do not perceive themselves as qualified to participate (absentee parents). It is further shown that strategies which parallel the different types of parents can be identified for school teams to realize effective partnership relations.
Frederik Smit & Geert Driessen (2005). Ethnic minority parents’ and teachers’...Frederik Smit
Frederik Smit & Geert Driessen (2005). Ethnic minority parents’ and teachers’ orientation on collaboration between home and school: strategies and contexts

Resumen
Tras los atentados islamistas del 11-S y del asesinato del director de cine holandés Theo van Gogh, hay una tendencia creciente entre los políticos y profesores holandeses a preocuparse por la responsabilidad de los padres acerca del modo en que sus hijos se comportan en una socie- dad multicultural. En Holanda, la educación moral y el fomento de la cohesión social son prio- ritarios en la agenda política. En los últimos años, las tensiones sociales entre grupos étnicos han cambiado el clima social en este país con una tradición previa abierta y tolerante. Dos estudios en Educación Primaria y Secundaria, se llevaron a cabo sobre las expectativas de los padres y las relaciones de los profesores ante las circunstancias interculturales. Ambos estudios se reali- zaron en la ciudad de Rótterdam donde existe una gran diversidad étnica. Las conclusiones más importantes fueron que los padres de las minorías étnicas quieren tener mucha más implicación en la educación de sus hijos y que entre los profesores hay demasiadas diferencias en cuanto a conocimientos y conciencia de la interculturalidad. Para resolver estos problemas debería inter- venirse específicamente en la mejora de los déficits comunicativos en las escuelas.
Parental involvement and educational achievement, Geert Driessen, Frederik Sm...Frederik Smit
Parental involvement is seen as an important strategy for the advancement of the quality of
education. The ultimate objective of this is to expand the social and cognitive capacities of pupils. In addition, special attention is paid to the children of low-educated and ethnic minority parents. Various forms of both parental and school-initiated involvement are examined. On the one hand, the connections between a number of characteristics of parents and schools such as the social and ethnic background of the parents and the composition of the school population will be examined. On the other hand, the connections between a number of outcome measures such as the language and mathematics skills of the pupils will be examined. Data will be drawn from the large-scale Dutch PRIMA (primary education) cohort study, which contains information on more than 500 schools and 12,000 pupils in the last year of primary school and their parents. An important finding is that predominantly schools with numerous minority pupils appear to provide a considerable amount of extra effort with respect to parental involvement, but that a direct effect of such involvement cannot be demonstrated.
British Educational Research Journal
Vol. 31, No. 4, August 2005, pp. 509–532
Frederik Smit, Geert Driessen & Bert Felling (2009). The functioning of the P...Frederik Smit
In 2006, a beginning was made with the establishment of a national platform for ethnic minority parents and of local platforms for ethnic minority parents in thirty big cities in the Netherlands. The project is funded by the Ministry of Education, with the support of the national Dutch parents’ associations. The goal is to stimulate parental involvement and participation. To reach the ‘invisible’ minority parents, the project employs the ‘community-approach’ paradigm. In addition, various innovative approaches are introduced to stimulate minority parents and their networks to participate in schools and to implement a culture aiming at change. The platforms develop debates about the policy of community-empowered schools in which the schools’ pedagogical task is supported by other activities in the community.
Geert Driessen (2021) Parental involvement: Types and effectsDriessen Research
The achievement gap of disadvantaged students has always been large, and is still widening. Even more now, during the Covid-19 pandemic. Parental involvement is seen as an important strategy for closing this gap. The ultimate objective is to expand the academic and social capacities of students, especially those of disadvantaged backgrounds determined by ethnic minority/immigrant origin and low socioeconomic status. This article focuses on possible roles of parents in education and aims at answering two questions: (1) What types of parental involvement can be discerned? and (2) What are the effects of parental activities on their children’s attainment? To answer both questions, a review of the literature was conducted, and a synthesis of the results from twelve meta-analyses was performed. The review pointed to a considerable diversity in parental involvement typologies, classifications, roles, forms, and activities. Nevertheless, they can be ordered along the lines of just a few perspectives, namely locus (at home/at school), style (formal/informal), action (active/passive), and actor (parent/student/school). From the synthesis of the meta-analyses it can be concluded that the average effect of involvement on attainment is small. In addition to many positive effects there are also substantial numbers of null and even negative effects. The type of involvement with the strongest effect appeared to be parents having high aspirations and expectations for their child. No differences in effects of involvement on attainment according to ethnic/immigrant and social background could be established. Prudence is called for, however, as there are many limitations to studying parental involvement in a reliable and valid way.
Grade retention is a strategy for the remediation of learning or developmental delays. Students who cannot keep up with their peers or do not meet a predefined level repeat the same grade once again and by doing so have an extra year to get at the level that is needed to successfully manage the next grade. There are considerable doubts as regards the usefulness and effectiveness of retaining grades. Studies conclude that in the short term retaining grades may have a positive effect on academic achievement, but that this gain disappears in the longer term.
Driessen, G. (2020). Grade retention. Encyclopedia, 10 November 2020. Retrieved from: https://encyclopedia.pub/272
Parents as Collaborators in the ClassroomBrett Rolfe
This presentation was given at the FutureSchools conference in Sydney 2016. Aimed at educators (particularly those in primary/elementary years) it explores how parents can be used in the classroom to provide a richer learning experience for students.
Building the bridge to success: Best practices regarding identification and i...Caribbean Development Bank
Presentation delivered by Dr. Joanne Tompkins, St. Francis Xavier University at the at the Early Childhood Development Regional Research Conference, hosted by UNICEF and the Caribbean Development Bank, February 13- 15, 2018 in Antigua and Barbuda.
Challenges Parents Face While Participating in the Education of Their Childrenpaperpublications3
Abstract: The significance of parental participation in education achievement of learners at any level cannot be over-emphasized. Despite the Kenyan government policy that requires parents to be actively involved in the education of their children at six levels. Available studies show that parents are not as actively involved as required and even those who are involved; their involvement is limited to provision of finances, facilities and attendance of meetings. The study sought to investigate challenges facing parents in their active participation in the education of pre-school learners in Kiogoro Division, Kisii County, with a view of suggesting ways of promoting active parental participation in education of pre-school learners. The study reviewed various literatures on some past studies and assessed their contribution to the objectives of this study. The study used descriptive survey design to carry out the study with both qualitative and quantitative methodologies of collecting data. The study sample comprised of 10 pre-schools, 10 primary school head teachers, 10 pre-school teachers and 111 parents. The study used simple random sampling to select pre-school teachers and parents. Purposive sampling was used to select primary school head teachers and pre-school teachers. Data was collected by use of questionnaire, interview schedule and document analysis guide. Coded data was presented using Statistical Package for Social Sciences (SPSS) version and analyzed using descriptive statistics such as percentages presented in tables as well as Pearson correlation to establish the relationship between the variable. The study found that lack of clear policies in preschools regarding parental participation, lack of proper mode of communication with their children; poor parent-preschool teacher relationship, unfavourable head teachers’ leadership style and illiteracy among the parents were some of the challenges facing parents in their active participation in education of preschool learners. Parents should be encouraged through various programs on participation in education welfare of their preschool learners. Awareness programs for parents should be organized informing them on the benefit of their participation in education activities for their children. Parents should also be enlightened on the best communication practices with both their children and the school administration to foster good parent-teacher and parent-child relationship. The study suggest that future studies should be done on institutional factors influencing parental participation in education welfare of the preschool learners and socio-demographic factors influencing parental participation in education welfare of the preschool learners.
Putting Children First: Session 2.4.C Paul Lynch - Exploring the complexities...The Impact Initiative
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.
Frederik Smit, Geert Driessen, Roderick Sluiter & Peter Sleegers (2007) IJPE ...Driessen Research
Types of parents and school strategies aimed at the creation of effective partnerships
International Journal of Parents in Education
2007, Vol..1, No. 0, 45-52
Frederik Smit, Geert Driessen, Roderick Sluiter & Peter Sleegers (2007)ed ...Driessen Research
Smit, F., Driessen, G., Sluiter, R., & Sleegers, P. (2007). Types of parents and school strategies aimed at the creation of effective partnerships. In H. Phtiaka & S. Simeonidou (eds.), Schools and families in partnership: Looking into the future (pp. 61-70). Nicosia, Cyprus: Cyprus Association of Inclusive Education/University of Cyprus.
Parental involvement and educational achievement, Geert Driessen, Frederik Sm...Frederik Smit
Parental involvement is seen as an important strategy for the advancement of the quality of
education. The ultimate objective of this is to expand the social and cognitive capacities of pupils. In addition, special attention is paid to the children of low-educated and ethnic minority parents. Various forms of both parental and school-initiated involvement are examined. On the one hand, the connections between a number of characteristics of parents and schools such as the social and ethnic background of the parents and the composition of the school population will be examined. On the other hand, the connections between a number of outcome measures such as the language and mathematics skills of the pupils will be examined. Data will be drawn from the large-scale Dutch PRIMA (primary education) cohort study, which contains information on more than 500 schools and 12,000 pupils in the last year of primary school and their parents. An important finding is that predominantly schools with numerous minority pupils appear to provide a considerable amount of extra effort with respect to parental involvement, but that a direct effect of such involvement cannot be demonstrated.
British Educational Research Journal
Vol. 31, No. 4, August 2005, pp. 509–532
Frederik Smit, Geert Driessen & Bert Felling (2009). The functioning of the P...Frederik Smit
In 2006, a beginning was made with the establishment of a national platform for ethnic minority parents and of local platforms for ethnic minority parents in thirty big cities in the Netherlands. The project is funded by the Ministry of Education, with the support of the national Dutch parents’ associations. The goal is to stimulate parental involvement and participation. To reach the ‘invisible’ minority parents, the project employs the ‘community-approach’ paradigm. In addition, various innovative approaches are introduced to stimulate minority parents and their networks to participate in schools and to implement a culture aiming at change. The platforms develop debates about the policy of community-empowered schools in which the schools’ pedagogical task is supported by other activities in the community.
Geert Driessen (2021) Parental involvement: Types and effectsDriessen Research
The achievement gap of disadvantaged students has always been large, and is still widening. Even more now, during the Covid-19 pandemic. Parental involvement is seen as an important strategy for closing this gap. The ultimate objective is to expand the academic and social capacities of students, especially those of disadvantaged backgrounds determined by ethnic minority/immigrant origin and low socioeconomic status. This article focuses on possible roles of parents in education and aims at answering two questions: (1) What types of parental involvement can be discerned? and (2) What are the effects of parental activities on their children’s attainment? To answer both questions, a review of the literature was conducted, and a synthesis of the results from twelve meta-analyses was performed. The review pointed to a considerable diversity in parental involvement typologies, classifications, roles, forms, and activities. Nevertheless, they can be ordered along the lines of just a few perspectives, namely locus (at home/at school), style (formal/informal), action (active/passive), and actor (parent/student/school). From the synthesis of the meta-analyses it can be concluded that the average effect of involvement on attainment is small. In addition to many positive effects there are also substantial numbers of null and even negative effects. The type of involvement with the strongest effect appeared to be parents having high aspirations and expectations for their child. No differences in effects of involvement on attainment according to ethnic/immigrant and social background could be established. Prudence is called for, however, as there are many limitations to studying parental involvement in a reliable and valid way.
Grade retention is a strategy for the remediation of learning or developmental delays. Students who cannot keep up with their peers or do not meet a predefined level repeat the same grade once again and by doing so have an extra year to get at the level that is needed to successfully manage the next grade. There are considerable doubts as regards the usefulness and effectiveness of retaining grades. Studies conclude that in the short term retaining grades may have a positive effect on academic achievement, but that this gain disappears in the longer term.
Driessen, G. (2020). Grade retention. Encyclopedia, 10 November 2020. Retrieved from: https://encyclopedia.pub/272
Parents as Collaborators in the ClassroomBrett Rolfe
This presentation was given at the FutureSchools conference in Sydney 2016. Aimed at educators (particularly those in primary/elementary years) it explores how parents can be used in the classroom to provide a richer learning experience for students.
Building the bridge to success: Best practices regarding identification and i...Caribbean Development Bank
Presentation delivered by Dr. Joanne Tompkins, St. Francis Xavier University at the at the Early Childhood Development Regional Research Conference, hosted by UNICEF and the Caribbean Development Bank, February 13- 15, 2018 in Antigua and Barbuda.
Challenges Parents Face While Participating in the Education of Their Childrenpaperpublications3
Abstract: The significance of parental participation in education achievement of learners at any level cannot be over-emphasized. Despite the Kenyan government policy that requires parents to be actively involved in the education of their children at six levels. Available studies show that parents are not as actively involved as required and even those who are involved; their involvement is limited to provision of finances, facilities and attendance of meetings. The study sought to investigate challenges facing parents in their active participation in the education of pre-school learners in Kiogoro Division, Kisii County, with a view of suggesting ways of promoting active parental participation in education of pre-school learners. The study reviewed various literatures on some past studies and assessed their contribution to the objectives of this study. The study used descriptive survey design to carry out the study with both qualitative and quantitative methodologies of collecting data. The study sample comprised of 10 pre-schools, 10 primary school head teachers, 10 pre-school teachers and 111 parents. The study used simple random sampling to select pre-school teachers and parents. Purposive sampling was used to select primary school head teachers and pre-school teachers. Data was collected by use of questionnaire, interview schedule and document analysis guide. Coded data was presented using Statistical Package for Social Sciences (SPSS) version and analyzed using descriptive statistics such as percentages presented in tables as well as Pearson correlation to establish the relationship between the variable. The study found that lack of clear policies in preschools regarding parental participation, lack of proper mode of communication with their children; poor parent-preschool teacher relationship, unfavourable head teachers’ leadership style and illiteracy among the parents were some of the challenges facing parents in their active participation in education of preschool learners. Parents should be encouraged through various programs on participation in education welfare of their preschool learners. Awareness programs for parents should be organized informing them on the benefit of their participation in education activities for their children. Parents should also be enlightened on the best communication practices with both their children and the school administration to foster good parent-teacher and parent-child relationship. The study suggest that future studies should be done on institutional factors influencing parental participation in education welfare of the preschool learners and socio-demographic factors influencing parental participation in education welfare of the preschool learners.
Putting Children First: Session 2.4.C Paul Lynch - Exploring the complexities...The Impact Initiative
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.
Frederik Smit, Geert Driessen, Roderick Sluiter & Peter Sleegers (2007) IJPE ...Driessen Research
Types of parents and school strategies aimed at the creation of effective partnerships
International Journal of Parents in Education
2007, Vol..1, No. 0, 45-52
Frederik Smit, Geert Driessen, Roderick Sluiter & Peter Sleegers (2007)ed ...Driessen Research
Smit, F., Driessen, G., Sluiter, R., & Sleegers, P. (2007). Types of parents and school strategies aimed at the creation of effective partnerships. In H. Phtiaka & S. Simeonidou (eds.), Schools and families in partnership: Looking into the future (pp. 61-70). Nicosia, Cyprus: Cyprus Association of Inclusive Education/University of Cyprus.
Geert Driessen, Frederik Smit & Peter Sleegers (2005). Parental Involvement ...Frederik Smit
Parental involvement is seen as an important strategy for the advancement of the quality of education. The ultimate objective of this is to expand the social and cognitive capacities of pupils. In addition, special attention is paid to the children of low-educated and ethnic minority parents. Various forms of both parental and school-initiated involvement are examined. On the one hand, the connections between a number of characteristics of parents and schools such as the social and ethnic background of the parents and the composition of the school population will be examined. On the other hand, the connections between a number of outcome measures such as the language and mathematics skills of the pupils will be examined. Data will be drawn from the large-scale Dutch PRIMA (primary education) cohort study, which contains information on more than 500 schools and 12,000 pupils in the last year of primary school and their parents. An important finding is that predominantly schools with numerous minority pupils appear to provide a considerable amount of extra effort with respect to parental involvement, but that a direct effect of such involvement cannot be demonstrated.
Smit, F., Driessen, G., Sluiter, R., & Sleegers, P. (2007). Types of parents ...Frederik Smit
Smit, F., Driessen, G., Sluiter, R., & Sleegers, P. (2007). Types of parents and school strategies aimed at the creation of effective partnerships. International Journal about Parents in Education, 1(0), 45-52.
Frederik Smit, & Geert Driessen (2007). Parents and schools as partners in a ...Frederik Smit
In recent years Dutch society has had to deal with an influx of large and highly divergent migrant groups. Dutch education faces the task of accommodating these differences. Parental involve- ment and participation are increasingly seen as important elements in the interplay of upbring- ing and informal and formal education. In this respect it appears that immigrant parents’ involvement and participation lag behind that of Dutch parents. This article deals with recent trends in the relationship between schools and parents, its significance for children’s develop- ment and how it links up with aspects like norms and values, religious education and identity development. The article presents the results of an extensive empirical study conducted in Rot- terdam, a city which for some time now has been confronted with the aforementioned demo- graphic phenomena on a massive scale and tries to allow for it in its educational policy. The study focuses particularly on differences and similarities in ideas about the parents-school relationship among ten ethnic groups.
Geert Driessen (2019) Encyclopedia Parental involvement, parental participati...Driessen Research
Parental involvement is seen as an important strategy for the advancement of the quality of education. The ultimate objective of this is to expand the academic and social capacities of students, especially those of disadvantaged backgrounds determined by ethnic minority origin and low socio-economic status. In this contribution, various forms of both parental and school-initiated involvement will be described. In addition, results of studies into the effectiveness of parental involvement will be presented.
Driessen, G. (2019). Parental involvement, parental participation, parent-school-community partnerships. Encyclopedia, 26 August 2019. Retrieved from: https://encyclopedia.pub/279
Driessen, G. (2020). Parental involvement. Encyclopedia, 10 November 2020. Retrieved from: https://encyclopedia.pub/279
Eddie Denessen, Geert Driessen, Frederik Smit & Peter Sleegers (2001) ed Smit...Driessen Research
Denessen, E., Driessen, G. Smit, F. & Sleegers, P. (2001). Culture differences in education: implications for parental involvement and educational policies. Paper European Research Network About Parents in Education (ERNAPE), Rotterdam, the Netherlands, November 22-23, 2001. In F. Smit, K. van der Wolf & P. Sleegers (eds.), A bridge to the future. Collaboration between parents, schools and communities (pp. 55-65). Nijmegen: ITS.
ISBN 90-5554-177-X
Geert Driessen (2021) Encyclopedia Parental involvement: The COVID-19 panacea?Driessen Research
The achievement gap of disadvantaged students has always been large, and is still widening. Even more now, during the COVID-19 pandemic. Parental involvement is seen as an important strategy for closing this gap. The question is whether this optimism is warranted. A review of the literature pointed to a considerable diversity in parental involvement typologies, classifications, roles, forms, and activities. A synthesis of the results from twelve meta-analyses showed that the average effect of involvement on attainment is small. The type of involvement with the strongest effect appeared to be parents having high aspirations and expectations for their child. Prudence is called for, however, as there are many limitations to studying parental involvement in a reliable and valid way.
Driessen, G. (2021). Parental involvement in education: The COVID-19 panacea? Encyclopedia, 22 October 2021. Retrieved from: https://encyclopedia.pub/16375
Exploring the Parental Involvement in Learners' Education: A Phenomenological...Rosemiles Anoreg
Parental involvement is the foundation for family-school relationships that empower
parents, improve student academic achievement, and encourage parents to participate in their children’s education. By collaborating, relationships between the family and school are enhanced, resulting in a healthy at-home and at-school learning environments. The study's purpose was to explore based on parents' own experiences and Epstein's idea of six types of parental involvement.
The Influence of Parental Involvement on the Learning outcomes of their Child...iosrjce
Parental involvement in their children's education has been proven by research to improve the
children's confidence, interest and performance at school. A qualitative case study to evaluate the influence of
parental involvement was conducted. The study sample was purposively sampled and consisted of 20 school
heads, 20 teachers and 20 pupils. The researcher was the main research instrument during data gathering. She
assumed the role of the interviewer and an observer. Data were analysed using thematic content analysis. The
findings showed that, parents who had children enrolled in rural and public urban schools were less committed
to their children's learning. Further, they were not worried much about their children’s school environment.
They consulted less with the teachers and did not supervise their children’s home work. Parents whose children
were in private schools had better communication and interaction with their children’s teachers. There were
various models that were used to improve parent-teacher relationship for the betterment of the children's
learning needs. The study recommended -devolvement of engagement strategies, improved communication
channels, supervised parental involvement in school activities andmonitoring and evaluation measures to assess
performance, progress, outcome and impact of engagement strategies.
Frederik Smit, Geert Driessen, Peter Sleegers & ChristineTeelken (2008)ECDC ...Driessen Research
This paper focuses on the pedagogical responsibilities of parents and schools, as well as the care
provided by socializing agencies and local communities. A review of the literature has been carried
out on the tasks of schools and parents and the relations between education, parenting and care in
a changing society in eight countries: the Netherlands, Belgium, Germany, England, France,
Sweden and the United States. In addition, an email survey among international experts in Europe
and the United States through the European Research Network about Parents in Education and the
International Network of Scholars was conducted. This paper presents the results of both studies.
STRATEGIES USED TO GAIN AN EFFECTIVE PARENTAL INVOLVEMENT: SCHOOL ADMINISTRAT...ijejournal
This preliminary study examines the perceptions of school administrators (principals and assistant principals) and teachers regarding the management of parental involvement. Principals, assistant principals, and teachers from both Jewish and Arab elementary schools were interviewed. Using a qualitative research approach, results show that the active participation of parents is the most important factor to achieve beneficial outcomes. At the same time, it is important to draw clear limits to their involvement. The school administrators and the teachers were in favor of parental involvement and some of them expected more involvement for the child’s sake (especially in Arab schools). They believed that it is very important for the student’s academic achievement and success. Regarding parental involvement in pedagogic issues, the staff were more hesitant, with some against this kind of involvement. Principals’ leadership seems to be key for successful parental involvement and the optimal strategies are partnership and collaboration, not only with the parents but also with the teachers.
18Building Partnership with Families and CommunitiesAnastaciaShadelb
18
Building Partnership with Families and Communities
Student’s Name
Institutional Affiliations
Instructor
Course
Date
Building Partnership with Families and Communities
Introduction
Professional partnerships or collaboration revolved around individuals who are professionals in certain filed who want to conduct their activities together. It was established by partners for the primary objective of practicing professional collaboration for a given common objective. It has been established that developmental and learning outcomes for young children are enhanced strongly when effective and robust partnerships are developed between families and professionals (Hornby, 2011). There is a shared decision, and the development of common objectives is accepted and valued. The premise of professional partnership in school is based on the foundation that families and the community play a crucial role in including a child’s development and learning. Professionals are also responsible for advancing the progress of children in schools since they tend to engage- in family centered-collaboration by adhering to the instrumental role of families in the lives of children.
The current societal state and the learning institutions compels individuals to continually leverage how people equip their students, especially those who may reap advantages from extra support and resources, to realize their daily objectives and assist them in performing admirably in their education (Dearing, Sibley, & Nguyen, 2015). Connecting communities, school, and family are ancillary or helpful for school counselors working with children who are currently struggling with their academic life. Nonetheless, the complexity and the challenges schools experience and families in the contemporary world indicate that identifying successful responsibilities and obligations taken by counselors in schools in establish community-school partnerships is essential (Hornby, 2011). Learning institutions are situated effectively in addressing the barriers to teaching and learning and positively leverage growth among learners whenever they form an instrumental part of the community.
The current government has indicated that all children should access high-quality education to ensure that they are successful in the contemporary world regardless of their social status. Some Regulatory frameworks and Acts were established to help foster this advancement and help children realize their objectives (Epstein, & Jansorn, 2004). For instance, the No Child Left Behind Act has been vital in ensuring that all children, regardless of their social-economic status, age, race, disability, and spoken language, are legible to high-quality education. Based on the findings of some research studies such as Dearing, Sibley, & Nguyen (2015), professional partnerships such as family-school-community partnerships have been in the previous year’s been shown to be one of the most effective ventures that many learn ...
Frederik Smit & Geert Driessen (2005) CARE Parent and community involvement i...Driessen Research
Smit, F., & Driessen, G. (2005). Parent and community involvement in education from an international comparative perspective. Challenges for changing societies. Invited paper international conference Children At-Risk in Education, (CARE), ‘Children at Risk. Advancing their Educational Frontiers’. Kuala Lumpur, Malaysia, December 2-4, 2005.
Similar to Smit, F., Driessen, G., & Felling, B. (2009). The functioning of the Platform for Ethnic Minority Parents in the Netherlands (20)
Vergroening van het schoolplein. Vergroening is boomingFrederik Smit
Honderdduizenden kinderen in Nederland brengen dag in dag uit hun pauzetijd door op een kaal, grijs, versteend schoolplein. Bij warm weer is het er vaak te heet om buiten te spelen en bij hevige regenval staat het plein blank. Steeds meer scholen transformeren de buitenruimte rond scholen van ‘stenen woestijnen’ naar groene, natuurrijke, ‘gezonde oases’ voor spelen en leren in de bebouwde omgeving. En steeds vaker installeren scholen met een groen schoolplein ook een regenwateropvangsysteem, om een klimaatbestendige leefomgeving te creëren. Wat zijn de ervaringen om de omgeving van de school te vergroenen en van scholen die werken met een groen(blauw) schoolplein? Welke rol speelt de medezeggenschap?
Wat zijn succesfactoren optimaliseren Medezeggenschap?
Goed leiderschap en psychologische veiligheid
Hardnekkige knelpunten in het functioneren van de medezeggenschap
zijn dat directies en schoolbesturen de (g)mr te laat of soms helemaal
niet informeren waardoor een goede voorbereiding op de besluitvorming
niet mogelijk is. De professionaliteit van inspraakorganen te wensen
overlaat en dat (g)mr-leden hun kennis en ervaring niet optimaal inzetten
om als gelijkwaardige gesprekspartners met de schoolleiding of
het bestuur in gesprek te gaan. Goed leiderschap en psychologische
veiligheid creëren zijn succesfactoren voor het optimaliseren van medezeggenschap.
Hoe werkt dat in de praktijk? Frederik Smit
Klimaatverandering: eco op school. Actiegerichte participatie van leerlingen ...Frederik Smit
De aarde warmt op, oceanen slibben dicht met plastic, insecten en
vogels sterven in rap tempo uit. 70 procent van de kinderen en jongeren
in Nederland maakt zich zorgen om klimaatverandering: angst
en verdriet noemen zij hun meest voorkomende gevoelens; sommigen
liggen er letterlijk wakker van. Een recent Unicef-rapport wijst op
de grote impact van de fysieke omgeving op het welbevinden van
kinderen en jongeren en pleit ervoor dat ze kunnen participeren in
het beleid dat sterk inzet op een duurzame toekomst. Hoe kan het
onderwijs hier aan bijdragen?
Onderwijsinspectie: meer focus op basisvaardigheden. Vergroot vakinhoudelijke...Frederik Smit
Steeds meer leerlingen verlaten het onderwijs zonder dat zij goed kunnen lezen, schrijven en rekenen en dat percentage stijgt nog elk jaar. De Onderwijsinspectie concludeert in de Staat van het Onderwijs 2022 dat als scholen deze gestage achteruitgang willen keren, ze moeten focussen op de basisvaardigheden taal en rekenen. Ook moe- ten ze meer aandacht besteden aan burgerschapsvaardigheden. Drie experts op het gebied van onderwijskwaliteitsverbetering gaan in op de knelpunten voor bestuur en toezicht en de medezeggenschap.vVoor de (g)mr blijkt het lastig te zijn de basiskwaliteit te beoordelen en in te gaan tegen een enthousiaste bestuurder die weer een nieuwe methode introduceert.
Sociaal veiligheidsbeleid een papieren tijger? De school als werkplek van geb...Frederik Smit
Elke leerling moet zich vrij en veilig kunnen voelen op school. Het
moet een plek zijn waar ze zich kunnen ontwikkelen en ontdekken
wie ze zijn. De veiligheidsmonitor 2021 laat zien dat het vaak goed
gaat, maar er blijken ook nog altijd tienduizenden leerlingen te worden
gepest en lastiggevallen. De documentaire ‘Eindeloos gepest’
laat zien welke ultieme consequentie pesten en onveiligheid op
school kan hebben voor een leerling. Minister Wiersma wil daarom
een steviger aanpak van pesten en ander onwenselijk gedrag op
school. Wat zijn de ervaringen van scholen die werk hebben gemaakt
van sociale veiligheid?
Gelijke onderwijskansen een uitdaging? Laat leerlingen ontdekken wat ze écht ...Frederik Smit
Na tientallen jaren onderwijsachterstandenbeleid lijken portemonnee en diploma van ouders nog steeds bepalend voor het schoolniveau van hun kinderen. De veelgeprezen documentaireserie ‘Klassen’ toont dat sociale afkomst onverminderd van invloed is op de schoolloopbaan van kinderen, tussen scholen standsverschillen bestaan en de kansenongelijkheid in het onderwijs lijkt toe te nemen. Kabinet Rutte IV heeft kansengelijkheid op de agenda gezet en wil onder andere de vorming van brede brugklassen stimuleren om talenten beter te benutten, terwijl de Onderwijsraad adviseert om ook flexibel onderwijs op maat te geven. Wat zijn de ervaringen van scholen hiermee en wat is de rol van de medezeggenschap?
Onderwijs als een avontuurlijke reis. Hoe geef je ruim baan aan verwondering,...Frederik Smit
In het onderwijs gaat het niet alleen om het effectief vullen van een emmer met kennis, maar ook om te focussen op persoonsvorming. Waarom maken we van het onderwijs geen avontuurlijke reis waarvan de bestemming niet vooraf exact vastligt? Besteed op basisscholen meer aandacht aan vakgebieden als filosofie, bewegingsonderwijs en
culturele vorming. Maar is dit wel haalbaar gezien de toch al volle onderwijsprogramma’s met een sterk accent op de kernvakken taal en rekenen?
Cover Onderwijs als een avontuurlijke reis. Hoe geef je ruim baan aan verwond...Frederik Smit
In het onderwijs gaat het niet alleen om het effectief vullen van een emmer met kennis, maar ook om te focussen op persoonsvorming. Waarom maken we van het onderwijs geen avontuurlijke reis waarvan de bestemming niet vooraf exact vastligt? Besteed op basisscholen meer aandacht aan vakgebieden als filosofie, bewegingsonderwijs en
culturele vorming. Maar is dit wel haalbaar gezien de toch al volle onderwijsprogramma’s met een sterk accent op de kernvakken taal en rekenen?
De opmars van de schoolhond. Zorgt Charlie voor meer vrolijkheid en werkgeluk?Frederik Smit
De kans bestaat dat als je een school binnenloopt, een vrolijk kwispelende hond je begroet. Dat is helemaal niet zo gek, want steeds meer schooldirecteuren en soms ook leerkrachten nemen hun sociaal opgevoede hond mee naar school en dan gebeurt er iets magisch. Leerlingen en personeel worden geraakt en enthousiast door de onvoorwaardelijke blijheid, affectie, toegankelijkheid, intuïtie, slimheid en dankbaarheid van de viervoeter. Ze raken ervan overtuigd dat hun hond een positieve invloed heeft op het welzijn van leerlingen en personeel. En mogelijk ook op het gedrag, de motivatie of de leerprestaties van leerlingen. De kans is dan ook groot dat bestuur en medezeggenschapsraad instemmen met de ‘schoolhond’. Wat zijn de voorwaarden waaraan de schoolhond moet voldoen en welke ervaringen hebben scholen er al mee?
Cover De opmars van de schoolhond. Zorgt Charlie voor meer vrolijkheid en wer...Frederik Smit
De kans bestaat dat als je een school binnenloopt, een vrolijk kwispelende hond je begroet. Dat is helemaal niet zo gek, want steeds meer schooldirecteuren en soms ook leerkrachten nemen hun sociaal opgevoede hond mee naar school en dan gebeurt er iets magisch.
De opmars van de schoolhond. Zorgt Charlie voor meer vrolijkheid en werkgeluk?
MR magazine. Uitgever Wolters Kluwer.
Vertsterking van het onderwijs in burgerschap. Naar meer tegenmacht van leerl...Frederik Smit
Op 1 augustus 2021 is de Wet verduidelijking van de burgerschapsopdracht aan scholen in het funderend onderwijs ingevoerd. Met de aanscherping van de burgerschapswet is de opdracht aan scholen preciezer geformuleerd en steviger verankerd. Bovendien moeten schoolbesturen een duidelijke burgerschapsopdracht aan hun scholen communiceren en het bevoegd gezag heeft een zorgplicht voor de schoolcultuur. Zo moet het een stimulerende omgeving creëren waarbinnen leerlingen actief oefenen met de omgang met de basiswaarden van de democratische rechtsstaat en de mensenrechten. Wat houdt burgerschap in en hoe gaan scholen ermee om?
De bijlesindustrie. Kunnen we nog zonder? Frederik Smit
Bijles was ooit iets voor rijke ouders die extra aandacht regelden voor hun kinderen, omdat ze toch echt het vwo móesten halen. Tegenwoordig maakt ongeveer één op de drie middelbare scholieren en een op de vier basisschoolleerlingen in groep 8 gebruik van aanvullend onderwijs. Om de corona-achterstanden te bestrijden en het lerarentekort op te vangen, kunnen veel scholen niet meer om com- merciële instellingen heen. Ruim 30 miljoen coronasubsidie is al terechtgekomen bij commercieel onderwijs. De coronapandemie ver- sterkt de reeds ingezette trend om bijles- en huiswerkinstituten in de arm nemen om ook in de school structureel extra taken te verrichten.
Naar het nieuwe normaal. Hoe het onderwijs opkrabbelt uit de coronacrisisFrederik Smit
Het Nationaal Programma Onderwijs (NPO) is er voor herstel en ontwikkeling van het onderwijs na de coronacrisis. Elke school in het primair en voortgezet onderwijs krijgt per leerling € 701,16 voor een eigen schoolprogramma. De mr speelt een sleutelrol in het besluitvormingsproces bij het opstellen van een schoolprogramma en bij de controle over de besteding van de middelen. Obstakels op de weg terug naar fysiek onderwijs zonder restricties is de lage vaccinatiegraad van tieners en de matige kwaliteit van het binnenklimaat van schoolgebouwen. De verwachting is dat scholen voor voortgezet onderwijs het komend najaar een belangrijke besmettingsbron vormen voor infectierisico's met het coronavirus.
Naar meer democratische besluitvorming. 'Geef ouders zeggenschap in plaats va...Frederik Smit
De besluitvorming op scholen houdt te weinig rekening met de zeggenschap van met name leerlingen en hun ouders. Dat is een gevolg van gebrekkige wetgeving in het onderwijs, zo blijkt uit promotieon derzoek van jurist Gijsbert Leertouwer naar de bestuurlijk-juridische inrichting van scholen. De LAKS-monitor 2020 en de Staat van de Ouder van Ouders & Onderwijs 2021 laten zien dat de belangstelling van leerlingen en ouders voor medezeggenschap op een laag pitje staat door de werkdruk die leerlingen ervaren en de bescheidenheid van scholen om ouders bij het beleid te betrekken. Dit is in het algemeen zorgelijk, maar zeker op dit moment, omdat de rol van de mr belangrijk is bij het wegwerken van vertragingen en achterstanden bij leerlingen door corona. Hoe kun je ervoor zorgen dat de (mede)zeggenschap van leerlingen en ouders sterker wordt en wat is daarbij de rol van het personeel en de schoolleiding?
Miljardeninjectie in het onderwijs en sleutelrol medezeggenschapFrederik Smit
Het kabinet heeft op 17 februari 2021 het meerjarige Nationaal Programma Onderwijs gepresenteerd met een ongekend budget van 5,8 miljard euro voor het primair en voortgezet onderwijs. Dit bedrag is bedoeld voor het inhalen van vertragingen en het ondersteunen van leerlingen die het moeilijk hebben als gevolg van schoolsluitingen door corona. De mr moet het ‘schoolprogramma’ goedkeuren waarin de gekozen interventies, zoals gratis bijles aanbieden of een zomerschool opzetten, zijn opgenomen. Wat is de insteek van schoolbesturen en scholen? Zijn er genoeg handen in de klas om de maatregelen tot uitvoer te brengen?
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Smit, F., Driessen, G., & Felling, B. (2009). The functioning of the Platform for Ethnic Minority Parents in the Netherlands
1. About Parents in Education
ERNAPE 2009
7th International Conference of the
European Research Network About Parents in Education
DIVERSITY IN EDUCATION
Luleå University of Technology, Malmö University and Umeå University Sweden
Proceedings Edited by;
Gunilla Johansson and Margaretha Kristoffersson
ISBN siffrorna 978-91-86233-82-2
DIVERSITY IN EDUCATION
2. 3. Smit Frederik, Driessen Geert & Felling Bert. The functioning of the Platform for Ethnic Minority
Parents in the Netherlands.
The functioning of the Platform for Ethnic Minority Parents in the Netherlands
Frederik Smit, Geert Driessen & Bert Felling
ITS – Radboud University Nijmegen, The Netherlands
Abstract
In 2006, a beginning was made with the establishment of a national platform for ethnic minority parents and
of local platforms for ethnic minority parents in thirty big cities in the Netherlands. The project is funded by the
Ministry of Education, with the support of the national Dutch parents’ associations. The goal is to stimulate
parental involvement and participation. To reach the ‘invisible’ minority parents, the project employs the
‘community-approach’ paradigm. In addition, various innovative approaches are introduced to stimulate
minority parents and their networks to participate in schools and to implement a culture aiming at change.
The platforms develop debates about the policy of community-empowered schools in which the schools’
pedagogical task is supported by other activities in the community.
1. Introduction
In the Netherlands, parents and teachers in primary education are increasingly expected to have meaningful
and efficient interactions to make a combined effort in defining education and child-rearing (Driessen, Smit &
Sleegers, 2005). More and more, the relation between parents and school is characterized by cooperation and
consultation.
Parents are seen as partners with whom one should cooperate. In the big cities more than half of the primary
and secondary school students are non-western minorities (Driessen, 2008). The situation regarding the
relation minority parents and schools is highly complicated. A large percentage of the minority parents have
had little or no education and do not speak Dutch. This means that they have no insight in the Dutch education
system and are hardly able to communicate with their children’s teachers. At the same time the parents
complain that they even have problems talking with their children, because the children increasingly only
have a rudimentary understanding of their (parents’) ‘mother tongue’. As a consequence of these factors
minority parents often do not know what is being taught at school. In addition, some of them, as part of their
culture, feel that the educational sphere is not their responsibility, but solely that of the school. This does not
mean, however, that they think education is not important. On the contrary, in general minority parents foster
higher ambitions than native-Dutch parents do. Teachers, however, interpret the parents’ absence and attitude
negatively: in their opinion minority parents are not interested in their children’s educational career and
because of language problems they do not take the parents seriously. Which in turn has a negative effect on
parents who are willing to participate in matters concerning school and education (Joshi, Eberly & Konzal,
2005).
2. Parental involvement and participation
2.1 Definitions of partnership, involvement and participation
Internationally, the notion of partnership is often used to refer to the significant cooperative relations between
parents, schools and communities (Epstein et al., 2002). Partnership is construed as a process in which those
involved aim to provide mutual support and attune their contributions to each other to the greatest extent
3. possible in order to promote the learning, motivation and development of pupils. The initiatives for a
partnership must come from the school. Parents are generally interested, but often adopt a ‘wait and see’
attitude. The core elements in the development of a cooperative relationship between parents and school are:
parental involvement and parental participation (Smit & Driessen, 2009).
In the literature, the notions of parental involvement and parental participation are often not clearly
operationalized (Feuerstein, 2000). For purposes of the present study, the concept of parental involvement was
defined as the role of the parents in the support of their own child, both at home (e.g., reading out loud) and at
school (e.g., discussion of marks with teacher). The concept of parental participation was defined as active
participation of parents in school activities.
2.2 Evidence for effects of parental involvement and participation
Despite the fact that the relevant research results were found to strongly diverge as a consequence of
conceptual differences, many of the results point to a positive relation between the involvement of parents and
the school development of their child (Ferguson, 2008; Nye, Turner & Schwartz, 2006). According to
Desforges (2003), the most important factor is ‘good parenting at home’ with the following characteristics: the
provision of a safe and stable environment, intellectual stimulation, the conduct of parent-child discussions, the
functioning of parents as constructive role models who propagate the value of education and provide signs of
high expectations for their children. The following elements are also of importance: the maintenance of
contact with the school for the exchange of information, participation in school activities and the conduct of
activities at the school and within the school administration. Carter (2003) points to the direct effects of parental
involvement in addition to the more long-term effects. Desforges (2003) nevertheless suggests that parental
involvement works primarily indirectly by shaping the self-image of the child as learner and fostering high
expectations; parental involvement also stimulates certain attitudes, values and aspirations which can function
as ‘pro-social’ and ‘pro-learning’ aspects. Still other authors find a reversed direction of causality for parental
involvement and pupil achievement: Involvement only takes place when the performance of the child is
judged to be insufficient by the parents or the school and it thus concerns a reaction to poor achievement or
negative behavior on the part of the child. Smit (2005) points to the positive but modest effects of parental
involvement on other outcome measures such as the well-being of the child. Empirical evidence regarding the
relation between parental involvement and the affective functioning of pupils at school is scarce, however.
Existing instruments used to map the affective functioning of pupils at school have yet to be related to the
degree of parental involvement. Schools also tend to have fairly general and not very concrete objectives with
regard to parental involvement. Furthermore, parental involvement does not have high priority in many
schools and those policies actually in operation are not evaluated systematically. Involvement of parents in
schools does not, thus, appear to be an objective in and of itself.
The offering of opportunities for parents to participate in the education of their children has been found to
exert a positive influence on the cognitive development and achievement of pupils. However, a few studies
show no effects of such opportunities (Mattingly et al., 2002). Parental participation is also often considered
one of the most important components or characteristics of effective schools (Driessen, Smit & Sleegers,
2005). In addition to the positive effects of parental participation on the school achievement of children,
positive effects on the social functioning of pupils have also been found in various studies. This involves
aspects of the behavior of pupils, their motivation, social competence, the relations between teachers and
pupils, and the relations among the pupils themselves.
4. 2.3 Variations in parental involvement and participation
Research on parental involvement has shown considerable variation to occur in the level of involvement and
this variation to largely depend on the social-economic position and especially ethnic background of the
parents (Bouakaz, 2007). Sheldon (2002) points to the importance of the size of the social networks of parents
as an important predictor of parental involvement.
Research by Vogels (2002) has shown parental involvement in Dutch education to be an important
theme although the involvement in primary education is much greater than that in secondary education.
Vogels concludes that four groups of parents can be distinguished: partners, participants, delegators and
invisible parents. The first two groups are closely involved in the child’s school. Both partners and participants
are actively involved in informal school-support activities. The group of partners is also active in the domain of
formal participation, and this most active group consists of primarily parents with a high social-economic
status (e.g., high level of education, high income). The largest group of participants consists of primarily
parents with a middle to high social-economic position. The most important difference between the delegators
and invisible parents is not so much the degree of active involvement, as both groups are relatively passive, but
the backgrounds of the groups. The group of delegators involves primarily parents with a denominational
philosophy of life and children attending an orthodox Protestant school. In the eyes of these parents, the
directorate and teachers are the appointed experts and therefore the people responsible for the education of
their children. This group of parents guards the foundations of the denominational school from a distance. The
invisible group of parents consists of primarily parents with a low social-economic position. The parents in this
group participate much less in various activities organized for pupils than the other groups. Differences also
exist between Dutch parents and ethnic minority parents with respect to helping children with their
homework, attendance of parent nights and talking about school within the family: Dutch parents undertake
these forms of parental involvement relatively more often than ethnic-minority parents (Driessen, 2003; Smit,
2005).
2.4 The preparation of school staff and school boards
Epstein et al. (2002) have pointed out that that the preparation of teachers to fulfill this task falls short. Teachers
need new knowledge (e.g., insights regarding advantages and barriers) and new skills (e.g., involvement,
participation) in order to interact more effectively with parents. School boards are weak agencies. Their rights
and responsibilities are not clear. And they are unable to represent all parents and other stakeholders
(Kristoffersson, 2005). According to Johansson (2007) and Persson & Broman (2002), school staff and
school boards should be equipped with new techniques, methods and skills related to communication and
cooperation in order to expand parental participation and how school staff and parents can support cultural
understanding, and cultural diversities in the school context.
3. Objectives of the research project
3.1 Research objective and research questions
The educational achievement and attainment of the minority children is on the rise, it is clear that they still lag
considerably behind native-Dutch children. To improve their position, the Dutch Ministry of Education for a
number of decades now has employed an educational priority policy (Driessen, 2008). Lately, the Ministry
has pointed to parental involvement and participation as one of the main spearheads of this policy. In the wake
of this decision a number of new initiatives were taken and funded.
In 2006, a beginning was made with the establishment of a national platform for ethnic minority parents
and of local platforms for ethnic minority platforms in thirty big cities in the Netherlands. This project is
funded by the Ministry of Education, with the support of the national Dutch parents’ associations. The goal of
5. the platforms is to stimulate parental involvement and participation. To reach the ‘invisible’ minority parents,
the project employs the ‘community-approach’ paradigm. In addition, various innovative approaches are
introduced to stimulate minority parents and their networks to participate in schools and to implement a
culture aiming at change.
The goal of the present evaluation study is to get a better understanding of the role of the national platform
and the local platforms in stimulating minority parent participation at schools and in communities. More
specifically, this study focuses on answering the following questions. What innovative policies of the national
platform and the local platforms support schools success by creating partnerships with minority parents and
communities? To what output have the efforts thus far, i.e. after three years, led? What are the outcomes of the
efforts thus far? What recommendations can be given on the basis of this evaluation study?
3.2 Research methodology
The research involved a number of phases which built upon each other: (1) a preparatory review of the
literature; (2) in-depth case studies of the national and the local platforms; (3) consultation with representatives
of different relevant partners and organizations of parents; (4) analyses; (5) reporting.
The empirical part of the research focused on the national platform and a non-random selection of local
platforms. Ten local platforms were selected that showed some continuity in terms of members and activities.
A questionnaire with focused, structured and open-end items was presented to the chairpersons of the
platforms, the management of schools that the platforms worked together with, and the authorities of the
relevant cities.
For the analyses use was made of information from three sources, namely written material such as project
plans, activities plans, quarterly and year reports, and notes of meetings; the project’s website and data base; and
interviews with the various parties involved, such as members of the national platform and local platforms, the
project team, the parent organizations, school board organizations and minority organizations.
The aim of the case studies was on the one hand, to gain in-depth insight into the strong and weak aspects
of the project and the functioning of the different forms of cooperation between local platforms, schools and
parents and the possible effects of the platforms’ approaches (confirmatory, explanatory). On the other hand,
the intention was to identify good examples of the parent-school relationship for use by schools that wish to
devote greater attention to optimalizing this relationship as part of their policies, and to formulate
recommendations with regard to developing and optimalizing partnership between platforms and schools
(exploratory) (Miles & Huberman, 1994; Yin, 2003).
The aim of the (interactive on-line) consultation with stakeholders was to solicit their views on the project,
their understanding of the causes of possible problems and their perspectives on solutions (Krueger & Casey,
2000).
4. Results
4.1 The national platform
The national platform includes parents from various ethnic minority groups and representatives of national
education and immigrant organizations.
The products that were developed (‘the output’) are: a vision document, (‘An approach of educational
partnership’) and a quality mark of parental involvement (‘A measuring staff for a parent friendly school’).
The national platform employs a research-based approach: findings from various studies form the basis
of policy priorities. In addition, the platform employs a dialogue strategy to stimulate the information
exchange between the national platforms and the local platforms. Chair persons and active members of the
6. local platforms are encouraged to (also) become a member of the national platform and in such a way realize
a better liaison between the national and local level.
The instruments developed pertain to the organizing of so-called Lower house debates and to
communicating effectively with the school management. In addition manuals for conducting house visits and
teacher training colleges are in progress.
4.2 The local platforms
In thirty big cities local platforms were set up. These platforms consist of volunteers that aim at improving the
position of minority parents in schools. The establishment of the platforms proved to be an enormous
endeavor. Members of the project team have recruited parents (i.e. volunteers) from various local networks.
The project started at the beginning of 2006 and at the end of 2008 local platforms were active in thirty big
cities. A basis was laid for partnership relations with education and welfare organizations, both at the national
and local level.
The local platforms aim at being an intermediary between parents, schools and the local authorities. They
organize thematic mornings at schools and debates on topics such as healthy nutrition, participation in the
school council, special education, and testing at school.
The strategies and methods employed by the local platforms to realize their goals are the following (cf.
Epstein et al., 2002; Koelen, Vaandrager & Colomer, 2001):
x Connecting to the local situation: the platform’s approach connects as much as possible to the existing
situation and specific needs of the minority parents in the municipalities. After gaps have been traced
regarding the supply of activities new initiatives are set into motion building on existing expertise, facilities
and networks.
x Social network approach: platforms try and gather information and then spread this via members of existing
networks (e.g. immigrant organizations).).
x Intersectoral cooperation: platforms try and stimulate the cooperation regarding planning and implementing
between schools, teacher training colleges, municipalities and welfare organizations. In this way facets of
problems of minority parents and children can be addressed at the same time and from multiple perspectives.
The problems are addressed by giving lectures and presentations, by referring to specific institutions, and by
consultation with other (volunteer) organizations. The extent to which platforms work together with other
organizations varies, depending on the place and role that the members of the platform play in their network,
the amount of time and energy that they want to spend on volunteer work and whether it is possible to use
telephone, computer, etc. of the institution one works.
x Environment strategy: not only the individual immigrant parents, but also the social network of these parents
(family, neighborhood) stand central in the approach. Attention is paid to creating an environment that allows
for an increasing parent involvement.
x Increasing involvement and participation: stimulating a developmental process of which the core is to take
minority parents serious and together with them create situations in such a way that they feel involved with
school and the development of their children, to participate in the school organization, to be in a position to
decide and to exert influence, to get a grip on the own situation and to have control over this situation.
x Bottom-up strategy: platforms work together with parents, principals and teaching staff of schools and other
parties involved in the neighborhood focusing on what minority parents experience as a problem. What is
important is that the supply of the institutions that participate (schools, municipality, welfare organizations)
develop a demand-driven orientation towards parents.
The strategies employed especially have a chance of success when (cf. Epstein et al., 2002; Koelen,
Vaandrager & Colomer, 2001; Rychetnik et al., 2002):
7. x Key persons in the municipality (politicians, civil servants, teachers, members of the parents’ council) become
a member of the local platform.
x Platforms have a clear vision on working together with schools and welfare organizations.
x Members of platforms posses adequate communicative competencies to engage in contact with
municipalities, schools and welfare organizations and seduce them in working together.
x Members of platforms have enough knowledge and experience to provide made-to-measure advice and
activities for the schools in need of help.
4.3 The project team
A project team assists the national platform and the local platforms in establishing the platforms and in setting
up and implementing the various activities.
As of the end of 2007, the project team has stimulated the local platforms to reach minority parents via
schools. The reason for this is that other approaches and instruments employed proved to lead to disappointing
results. However, they were now confronted with a very defensive attitude of the school management and
school teams regarding the contribution of minority volunteers to the optimalization of the relationship
minority parents and school (Smit & Driessen, 2009). This is the main reason why the stimulating of parental
involvement and participation has not really come off the ground. Together with the national organization of
school principals a pilot project was therefore started to try and solve these problems regarding difficult
contacts with schools (cf. Epstein et al., 2002).
4.4 Differences between the traditional approach and the platform’s approach
To reach minority parents and stimulate their involvement and participation, the project starts from an
innovative paradigm that deviates from the traditional approach; see Table 1.
<<Table 1 about here >>
In the traditional approach of parental involvement and participation, where there is a clear division of
responsibilities with respect to parents the school’s staff can keep a formal distance to them. In a traditional and
thematic approach the professionals set the agenda and systematically work on changing the parents’
behavior. In the platform’s approach, the members of the local platforms see the staff and parents as partners,
who harmonize care at home and education at school, who keep each other well informed, who strive for
collaboration and who both have a right to a substantial say in the educational process. All parties approach
each other in an open fashion, they organize debates at local settings, they are not afraid of a ‘sound’ chaos, and
they focus on each other’s qualities in an idealistic tone (Smit, Driessen & Felling, 2009). The platform’s
approach stimulates the exchange of experiences, leads to new insights with regard to the quality of care and
education at home and at school, provides parents and school staff with information as to how different
cultures handle care and education in different settings. Parents, teaching staff, school management and school
boards can profit from these experiences and insights.
4.5 Possible effects of the platform’s approach
The main question is whether the functioning of the project team and the platforms has led to any effects with
regard to improving the relation between parents and school. It appeared to be very difficult to establish a
relationship between the approach and activities of the project team and platforms and possible output and
outcomes because the interventions had not clearly been formulated at the start of the project. The project not
only works with a top-down strategy but also with a bottom-up strategy and the design and implementation of
change bear elements of a ‘learning-while-doing’ approach. The strategies of the project team have developed
8. during the course of the project depending on the changing circumstances and in consultation with the various
stakeholders. From a strict evaluation perspective it is therefore quite impossible to establish effects and even
more difficult to attribute them unambiguous to the interventions of the project team and the platforms
(Koelen, Vaandrager & Colomer, 2001; Rychetnik et al., 2002).
Nevertheless, on the basis of the research findings we can establish that the local platforms mostly work
enthusiastically to improve the visibility of minority parents and to give an impulse to the involvement with
the educational career of their children. The local platforms in part come up to expectations to introduce a
result-driven culture that aims at change at schools with regard to promoting and implementing involvement
and participation of minority patents. The local platforms clearly steer in that direction.
The platform’s approach in practice leads to many small successes and – for now – modest proven
effects. Considering the learning process all parties involved find themselves in, it is desirable to learn of the
experiences thus far. It is only in this way that the potential of this approach can be put to full use and that in
time it can be determined how effective this approach really is (Rychetnik et al., 2002).
5. Conclusions
5.1 Strong and weak aspects of the project
A strong point of the project is the flexible way the members handle all kinds of unexpected and disappointing
developments during the course of the project. The project meets a number of boundary conditions for a
accommodating functioning: clear (written) agreements within the project team regarding the division of roles
and tasks and decision-making processes, adequate leadership of the project management (control,
supervision, enthusiasm), continuity of the project team (personal dedication, time to get to know each other,
time and budget to develop and continue a collaboration process), a pleasant working atmosphere (open,
constructive, respectful, desire to learn from one another) (Smit & Driessen, 2009).
A very weak point is that the platforms are totally depended of volunteers. It appeared that one cannot
always build on them (attendance, keeping agreements, executing activities). Another point is that the project,
being a new innovative ‘organization’, from time to time has to compete with the vested interests of well-established
organizations, for instance parent organizations. In addition, the project has to fight the prejudice of
schools and it takes quite some pains to gain the trust and convince schools that the platform has extra value
(Bouakaz, 2007).
5.2 Recommendations
On the basis of these research findings the following approach with regard the optimalization of the project
seems the most obvious. Regarding the internal functioning (Driessen et al., 2005; Smit, 2005): to organize the
project in a tighter rein; to raise the professionalism of the members of the project team; to formulate the goals
of the national platform SMART; to select the parents for the national platform and the local platforms more
critically on the basis of a set of criteria; to train the members and to reward them adequately so as they will be
able to develop activities independently and to work more aimed at change and results. Regarding the external
functioning: (Epstein et al., 2002; Sheldon, 2002): the collaboration between the national parent organizations,
the organization of school principals, school boards and local networks – such as immigrant organizations –
should be implemented differently to better mobilize the willingness to change from schools and immigrant
parents.
In developing and optimalization a true partnership between platforms and school teams it is
of the utmost importance that platforms raise a number of fundamental issues and questions pertaining the
interpretation and concretization of the concept of ‘partnership’ (Bouakaz, 2007; Johansson, 2007; Kohl,
9. Lengua & McMahon, 2000). What is our basis for the relation with the school team? What is our motivation
to be engaged in schools? Do we as a platform have a positive basic attitude toward the school team? Is there a
(growing) trust in each other? What is the joint importance? What can the school team and the platform
expect from each other? How noncommittal are the contacts, the talks, and the collaboration? Is there a lower
limit to the partnership, for both parties? How will the concept of partnership be given shape? How will we
develop and maintain a good working relation with the school team? How can we aim at questions pertaining
to the school’s course with regard to parental involvement and participation? How will we pay attention to the
process side of strengthening cultural understanding and policymaking with regard to parental involvement
and participation, that is, with regard to the way the platform and the parents (in the parents’ council and
participation council) can be involved in the school’s consultation and decision making? How can the
platform become visible for (especially) minority parents and justify its added value?
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11. Table 1 – Differences between the traditional approach and the approach of the platforms
Traditional approach Platform approach
Concept of man Professionals with a noncommittal
relationship with parents
Staff and parents as partners
Methodology Inform, convince Support, seduce, restrict
Starting point The will of parents to change The milieu of the people involved
Themes Narrow: behavior Broad: context of care and education; environment
Approach Closed: thematic Open: focused on what appeals to parents
Agenda Education professional ‘Lower house’ debates with all parties involved
Scale National, regional Local setting
Production Preprogrammed Collaboration with all parties involved
Type Systematic ‘Sound’ chaos
Goal Adjusted behavior of parents (‘re-educate’)
Starting from the qualities of parents and provoke
and stimulate them to employ these qualities
Tone Realistic Idealistic