The Expansive Learning Theory at the Service of Parent-Teacher Collaboration

The Expansive Learning Theory at the Service of Parent-Teacher Collaboration

The Expansive Learning Theory at the Service of Parent-Teacher Collaboration

The Expansive Learning Theory at the Service of Parent-Teacher Collaborations

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Référence bibliographique [21557]

Deslandes, Rollande et Barma, Sylvie. 2018. «The Expansive Learning Theory at the Service of Parent-Teacher Collaboration». Dans Education and New Developments , sous la dir. de Malfada Carmo, p. 121-125. Actes du colloque «International Conference on Education and New Developments (END 2018)» tenu du 23 au 25 juin 2018 à Budapest (Hongrie)

Fiche synthèse

1. Objectifs

Intentions :
«The implementation of the competency-based Quebec Education Program back in 2001 called for new ways of learning and consequently new ways of evaluating that differed from what many parents are familiar with […].» (p. 121) Thus, with «the intention of gaining deeper understanding of the challenges parents and teachers face in their relationships regarding learning assessment, we propose to revisit our most salient previous research findings. In this paper, we adopt the Theory of Expansive Learning grounded in Vygotstky’s, Davydov’s and Engeström’s work to identify more efficient and efficacious ways for parents and teachers working together.» (p. 122)

Questions/Hypothèses :
«Through the analysis of our prior study results, and as potential transformative agents, we ask ourselves the following questions: [H]ow would we make sense of the findings and of the tools and actions that were put forward? [W]hat avenues could we provide as new actions and as solutions to the parent-teacher collaboration with respect to learning assessment practices issue challenges?» (p. 123)

2. Méthode

Échantillon/Matériau :
«Past studies will serve as “mirror data” and thus provide a stimulus in helping us as interventionists researchers to guide the participants in imagining new forms of actions to transform the nature of the collaboration between parents and teachers with regards to learning assessment practices. […] A first study (2007-2008) using a quantitative approach was conducted with 125 parents of elementary school children on their needs regarding students’ learning assessments […]. A second study (2008-2009) examined parents’ needs through the educators’ perceptions of parents’ motivational beliefs. That study used a qualitative approach based on three focus groups conducted with educators (n=27) working in two low SES [socioeconomic status] primary schools. […] The third study’s (2009-2010) objectives were to develop and pilot some tools for parents. […] A total of 13 parents completed the evaluation questionnaire on a voluntary basis, and six of them joined a discussion group. […] In the fourth piece of work (2010-2011), we presented two case studies using the experiential learning approach and conducted with parents of kindergarten and 6th grade students.» (p. 123) La région de provenance des participants n’est pas mentionnée dans ces études. Celles-ci ont toutefois été réalisées entre autres par la première auteure de cet article.

Type de traitement des données :
Analyse statistique
Analyse de contenu

3. Résumé

«Expansive Learning Theory grounded in CHAT [Cultural-Historical Activity Theory] focuses on new forms of learning and social practices that develop beyond the activity of isolated individuals. [Thus], teachers and parents will be invited to bring their own resources and expertise for the benefit of a better collaboration and cooperation. […] Sharing a common object like improving teacher parent collaboration is key to break away and overcome the tensions to cross boundaries together and achieve the targeted outcome i.e. student’s success.» (p. 124-125) Moreover, results show that «[e]ven though there is consensus regarding the object which is to improve the parent-teacher collaboration in view of better school success (outcome), there seems to be opposition between parents’ will to be involved in monitoring child’s progress [and] their reported misunderstanding of the report cards and the evaluation sheets […]. Likewise, parents request more information on grades and classroom observations learning assessment [as] opposed to low involvement in the discussion groups […]. Parents want to understand the assessment practices whereas the report cards and the sheets vs having access to simple language material […]. Likewise, some parents wanted to know more about the grades and classroom observations used in the assessment practices vs parents’ perceived teachers’ sole expertise in learning assessment […].» (p. 124)