Implementing Successful Parent-Teacher Partnerships in School

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This literacy review aims to discuss why it is important for teachers to maintain responsive and reciprocal relationships with the parents and whānau of their students. The three articles that will be reviewed and synthesised are Collaborating with Parents/Caregivers and Whānau (Fraser, 2005), Successful Home-School Partnerships: Report to the Ministry of Education (Bull, Brooking & Campbell, 2008) and Strengthening Responsive and Reciprocal Relationships in a Whānau Tangata Centre: An action research project (Clarkin-Phillips & Carr, 2009). The review will focus specifically on the discussions about parent-teacher partnerships within said articles. The key findings within the literature will be examined and related to contemporary…show more content…
Epstein (1995) has developed a framework of six types of family involvement, which as described by Bull et al. (2008), is a useful tool for understanding how building these effective partnerships between the school, teachers, families/whānau and communities can be beneficial to the students learning. These six principles are the “overlapping spheres of influence” that acknowledge that the educators, parents and community members have an effect on the student and share responsibility for the student’s academic and social growth. Epstein’s work widely influences many schools across the United States of America (Grant & Ray, 2010). Fraser (2005) examines the positives of effective parent-teacher partnerships and points out that collaboration with low socio-economic status and minority families allows for gains that can be exceptionally life enhancing and teachers themselves can learn from this by looking into Moll’s concept of social capital, the ‘funds of knowledge’ approach. The funds-of-knowledge approach allows teachers to “view families with positive, strengths-based perspective that respects cultural values and practices and affirms that teachers can learn as much from families as children can learn from their schools” (Grant & Ray, 2010, p. 85). The funds-of-knowledge approach aims to revoke the problem-solving or deficit perspective teachers may have of minority cultures
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