1. Objectifs

Intentions :
«In this paper, [the author first conducts] a brief review of literature on parental involvement and school-family relationships. [She also proposes] a conceptual framework that tries at least in part to illustrate the numerous factors and processes that intervene and influence each other in such a collective enterprise aiming at developing efficacious and collaborative school-family relations. Afterwards, [she conducts] the modelling of the dynamic relationships between the factors and the processes and look for the potential applicability of the extended framework that is meant to be more integrative.» (p. 12)

2. Méthode

Échantillon/Matériau :
Données documentaires diverses

Type de traitement des données :
Analyse théorique

3. Résumé

The «integrative model [proposed in this paper] is intended to provide a useful tool to parents and school staff members eager to engage in a reflective activity aiming at improving school-family collaboration.» (p. 15) «It suggests elements of justification with respect to the observed disparities in parental involvement and in school-family collaboration in different educational institutions. It is important to note the crucial role of the parents and of the school system members in this dynamic interplay. […] Low SES [socioeconomic status] parents, with low education level, parents who are poorly informed about school functioning, those who don’t take time to sign their child’s agenda, are only a few of unflattering comments reported by exasperated teachers. Others add the classic and recurring following statement: The parents we want to see are not the ones who come to the report card night. The above comments reflect some family characteristics and some elements of the parental involvement process depicted in the proposed integrative model. In a similar fashion, some teachers deplore a lack of support from the school administration regarding the promotion of parental involvement in schooling. [T]hose factors and processes can be traced in the proposed integrative framework.» (p. 15)