Book chapter
Parents as coteachers of science and technology in a middle-school classroom
Coteaching in International Contexts, pp.281-303
Springer
2010
Abstract
For almost four decades, attempts to enhance parental engagement in education have occupied governments, educators, and parent organizations globally (Desforges and Abouchaar 2003). Driving this trend has been the weight of research evidence that indicates a positive correlation between parental involvement in students’ learning and academic performance and school success (e.g., Henderson et al. 2007). In addition, a high level of parent and community involvement has been found to characterize very effective or “good” schools: ones that achieve high standards irrespective of students’ socio-economic class, ethnic/racial background, or their parents’ level of education (Masters 2004)..
Details
- Title
- Parents as coteachers of science and technology in a middle-school classroom
- Authors/Creators
- L.D. Willis (Author/Creator)S.M. Ritchie (Author/Creator)
- Contributors
- C. Murphy (Editor)K. Scantlebury (Editor)
- Publication Details
- Coteaching in International Contexts, pp.281-303
- Publisher
- Springer; Dordrecht, NL
- Identifiers
- 991005545172107891
- Copyright
- 2010 Springer Science+Business Media B.V.
- Murdoch Affiliation
- Murdoch University
- Language
- English
- Resource Type
- Book chapter
- Note
- Series Title: Cultural Studies of Science Education, Vol. 1
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