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dc.contributor.authorMartin, Jennifer
dc.date.accessioned2021-11-19T01:18:28Z
dc.date.available2021-11-19T01:18:28Z
dc.date.issued2014
dc.identifier.citationMartin, J. (2014). Parent-teacher partnership: Diagnosing the divide: A meta-synthesis. Unpublished Masters Thesis, M.ed. Special Education, University of Alaska Southeast.en_US
dc.identifier.urihttp://hdl.handle.net/11122/12522
dc.description.abstractRelationships between educators and parents are a requirement of IDEA 2004. Often these interactions have been characterized by misunderstanding, tension, and parents’ contentions that teachers do not have the best interests of their child as a focus. This causes a divide in the parent-school relationship. As times have changed, this divide has as well…it has grown. So what are the reasons that the divide continues to grow? What causes parents to distrust teachers and schools or become un-involved in their child’s education? What causes teachers to distance themselves from parents? What can we do about it? This meta-synthesis delves into these questions of the parent/teacher divide, and the implications of what schools need to do to fix the ever-widening gulf. The research suggests that there are many ways that we can bridge this divide. However, to make this happen, schools need to be proactive, family-centered, and be willing to work with parents outside of regular school hours. Both school and parents need to be able and willing to look at their own feelings and preconceived notions about school and parent involvement.en_US
dc.language.isoen_USen_US
dc.publisherUniversity of Alaska Southeasten_US
dc.subjectMeta-Synthesisen_US
dc.subjectLiterature Reviewen_US
dc.subjectParent-Teacher Divideen_US
dc.titleParent-Teacher Partnership: Diagnosing the Divide: A Meta-Synthesisen_US
dc.typeThesisen_US
refterms.dateFOA2021-11-19T01:18:29Z


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