Relations Between School and Family

Els estudiants d’origen marroquí són actualment el primer col·lectiu d’alumnat estranger a Catalunya. Això significa, que és molt més probable trobar-se a alumnes d’origen marroquí a les aules que d’altres orígens estrangers. I certament, és així en les etapes obligatòries, però, quan es tracta d’etapes postobligatòries, és tot el contrari.
Com a autora d’aquesta recerca, filla de pares marroquins i estudiant de batxillerat, sempre m’he qüestionat el motiu pel qual es donen tantes diferències en el nombre d’alumnes marroquins a l’hora de cursar secundària i postobligatoris. I això m’ho vaig qüestionar encara més a 4t d’ESO, quan després de veure durant tota la secundària diversos abandons per part dels alumnes marroquins, de tres alumnes només em graduava jo. Tot i així, vaig creure que això últim podia haver sigut resultat d’una coincidència. Però a 1r de batxillerat vaig haver d’acceptar que no ho era; només érem dos alumnes d’origen marroquí. Ara bé, el que encara em va impactar més, va ser quan a mitjans d’any em convertia en l’única alumna d’origen marroquí que cursava un batxillerat a Sant Celoni.
Totes aquestes experiències m’indicaven que clarament succeïa algun fet amb els alumnes d’orígens marroquins que no els hi permetia avançar cap a nivells superiors, i pel que sovint abandonaven. Això m’inquietava bastant. Però aquesta inquietud no només la patia jo, sinó que també la compartien part de les famílies marroquines i docents.
Hi havia molts possibles indicadors causants d’aquest abandonament dels estudis per part dels alumnes. Però jo desconfiava que es resumissin a un de sol: el desinterès d’aquests estudiants. Havia d’haver-hi algun motiu més, però quins?
Davant d’aquesta qüestió, vaig decidir que aquest treball de recerca, seria una bona oportunitat per portar a terme aquesta investigació i sortir de dubtes.

O estudo da relação escola-família continua pertinente devido às mudanças realizadas no
sistema educativo Português, sobretudo desde a década de oitenta do século passado. A
regulação partilhada entre Estado e comunidades locais, embora mantendo o Estado uma
forte centralização de poderes, deu origem a uma redistribuição das responsabilidades
tendo sido reconhecidos novos papéis a desempenhar por professores e pais: de parceiros
nos processos de gestão da escola e turmas e, ainda, de acionistas e de clientes por parte
das famílias. Na sequência desses novos papéis, aos professores pede-se que aceitem
novos elementos no interior das escolas com poder de decisão e aos encarregados de
educação que assumam responsabilidades que nunca haviam sido suas. Passados alguns
anos, importa analisar como os atores escolares e familiares se estão a apropriar dos seus
novos papéis em diferentes contextos familiares e educativos, análise que será conduzida
em três diferentes escalas. O trabalho começa por identificar as orientações nacionais para
a relação escola-família comparando o sistema educativo Português com outros sistemas
Europeus e traçando a evolução da relação possível entre professores e famílias desde
1835 até 2013 (escala macro). A partir das orientações nacionais procura-se identificar
como professores e famílias se apropriam dos seus novos papéis ao nível estratégico
(escala meso) e ao nível das turmas, entre diretores de turma e encarregados de educação
(escala micro). O sistema educativo nacional é um dos mais abertos à participação das
famílias, mas esta ainda é incipiente devido a limitações quer das escolas quer das famílias.

559 revista española de pedagogía año LXV, n.º 238, septiembre-diciembre 2007, 559-574 La participación de las familias en la escuela La participación de las familias en la escuela por Sonia RIVAS BORRELL Universidad de Navarra revista española de pedagogía año LXV, n.º 238, septiembre-diciembre 2007, 559-574 560 Sonia RIVAS BORRELL

Numerosas políticas públicas, así como docentes e investigadores, atribuyen el menor rendi-miento escolar de las clases populares a la falta de implicación parental y ésta a su menor valoración de la escolaridad. Otros autores lo cuestionan: actualmente la diferencia básica entre estratos sociales no es de valoración de la escolaridad, sino de recursos. Contrastamos ambas perspectivas con la Encuesta Social 2010, analizando la relación entre implicación parental, recursos y rendimiento escolar previo en dos cohortes, de 12 y 16 años. Encontramos las mayores diferencias de implicación en las prácticas que requieren más recursos culturales y económicos –ayudar con los deberes y contratar clases particu-lares-. En las otras prácticas, las diferencias relevantes se dan a los 16 años, no a los 12, con bajas notas filiales: estas diferencias parecen consecuencia, no causa, del fracaso escolar. En conclusión, las clases populares valoran y se implican en la escolaridad filial, pero tienen menos recursos para promoverla.
Palabras clave: Diferencias entre clases sociales; logro académico; relaciones familia-escuela; socio-logía de la educación; educación primaria y secundaria.
[en] The myth of the lack of parents' involvement. Family Involvement, Social Inequality and School Success
Abstract. Many public policies, teachers and researchers impute the weaker school performance of working class students to the lack of parents' involvement: they don't value school as much as middle class parents. Other authors disagree on this: nowadays the main difference among social strata related to school doesn't consist of values, but of resources. We check both theories with the data provided by 2010 Social Survey analyzing the relation between parents' involvement, resources and children's previous school performance in two cohorts, 12 and 16 years old. We find the biggest differences in those practices that need more cultural and economic resources-helping with homework and paying for private classes-. Concerning other practices we find the main differences when the children are 16 years old and have low grades: since there are no differences at 12 years old, those differences in involvement are probably consequences, not causes, of children's school failure. We conclude that working class parents value and get involved in their children's schooling, but they have less resources to foster it.

RESUMEN El estudio se propuso determinar la relación entre el apoyo parental y las emociones de los estudiantes asociadas a las tareas escolares. De forma no probabilística se seleccionaron a 495 estudiantes de escuelas secundarias públicas, de los cuales 45.5% fueron del sexo masculino y 54.5% del femenino(M edad = 13 años, DE = .90). Los resultados del modelo de ecuaciones estructurales sugirieron que el apoyo parental favorece las emociones positivas (β = .55) de los estudiantes asociadas a las tareas, mientras disminuye (β =-.24) las de tipo negativo. Se concluye que el apoyo parental se asocia a vivencias positivas de estudiantes adolescentes hacia las tareas escolares. Palabras clave: participación parental, tareas escolares, emociones.

Resumen: La comunicación eficaz entre padres y maestros es esencial para fomentar el buen entendimiento entre ambos agentes y garantizar un mayor éxito educativo del alumno. El presente artículo recoge, siguiendo la estructura de las 6W del periodismo (qué, quién, dónde, cómo, cuándo y por qué), los principales conceptos e ideas que deben situarse en el núcleo estructural de la comunicación familia-escuela. Más concretamente, el objetivo del texto es presentar las grandes líneas estratégicas que debería seguir cualquier centro para optimizar la comunicación con las familias y dotar a los maestros de las herramientas básicas para que puedan diseñar planes de comunicación de acuerdo a sus características y necesidades. Abstract: The effective communication between parents and teachers is essential to foster an understanding between both agents and to ensure greater educational success. This article presents, following the structure of the 6W of journalism (what, who, where, how, when and why), the concepts and ideas that must be placed in the structural core of family-school communication. Specifically, the aim of this paper is to show the essential strategic guidelines that schools should follow for optimizing their communication with families and to provide teachers with the necessary tools to design a communication plan according to their characteristics and necessities.

Strong communication and cooperation between the family and the school is one of the most important factors contributing to students’ learning, identity and well-being. Recently, research has indicated significant differences in approaches to family-school engagement and cooperation between developing, post-communist cultures and some modern, western societies. Schooling experiences in post-communist countries have little formal or informal emphasis on positive family-teacher interactions. In contrast, western democratic countries intend to promote a strong focus on positive interactions between parents and teachers. Family-school interactions in democratic contexts are mostly based on well-developed policies and formal guidelines in respect to parent involvement in the learning activities of children. This is especially important for the early years of schooling for children. To date, there is little evidence of family engagement with the learning of children or the communication between parents and teachers in Serbian schools. There is almost no indication in official policies and educational documents about the importance of family-school communication and engagement in the early years of schooling.
This study used a qualitative research approach to explore parents’ and teachers’ perceptions and experiences of building and sustaining family-school partnerships in each context. Semi-structured questionnaires and follow-up interviews probing parents’ and teachers’ views and experiences of family-school relationships in early education were administered to parents and teachers in Serbia and in Australia. The results show:
1. Parents and teachers positively valued family-school interactions in early education;
2. Parents and teachers expressed a willingness for strong family-school communication and cooperation in early education;
3. Cultural aspects, such as history, tradition, and socio-economic status overwhelmingly shaped practices of family-school communication and cooperation;
4. Communication and cooperation models between parents and teachers during ‘transition to school’ and the early years of schooling were more common and frequent in Australia than in Serbia;
5. Family-school interactions via digital technology such as e-newsletters, mobile apps, and/or social network groups were widely used in the Australian context and were almost non-existent in Serbia;
6. Parents’ involvement in students’ learning including ‘transition to school’ programs, classroom and other school events, ‘learning at home’ activities, and/or ‘decision making’ procedures were more common in Australian schools than in Serbia;
7. Official policies on family-school communication and cooperation in the first years of schooling were well-developed in Australia and almost non-existent in Serbia;
8. Lack of time was a main challenge for the establishment and development of successful communication and cooperation between the family and teachers in the early years of schooling; and
9. Serbian participants emphasized lack of financial support for teachers (i.e. very low salaries) and the lack of official policy guidelines as additional barriers for initiating and building positive family-school engagements in early education.
The understanding of the predominantly positive experiences of family-school communication and cooperation in Australia provided information to identify strategies that might be used to strengthen the existing models of communication between parents and teachers in Serbia during ‘transition to school’ and in the early years of schooling.

Each year 25,000 pupils in France, are summoned to attend disciplinary boards. More than two thirds of those disciplinary boards lead to permanent school expulsion. From interviews with expelled individuals, this paper sheds light on the parental reactions to what appears to be a strong test for family solidarity. School expulsion exposes pupils to the combined effects of academic failure and family breakdown.

Chaque année en France, environ 25 000 élèves sont convoqués à des conseils de discipline, lesquels débouchent dans plus de deux tiers des cas sur l’exclusion définitive de l’établissement scolaire. Quelles conséquences ont les exclusions scolaires sur les relations à l’intérieur de la famille ? À partir d’entretiens menés avec des individus exclus de leurs établissements, nous proposons d’éclairer les réactions parentales à ce qui apparaît comme une véritable épreuve pour la solidarité familiale. L’exclusion d’un établissement scolaire expose ainsi une partie des élèves aux effets conjugués de la rupture scolaire et de la rupture familiale.

O que une mais uma vez, depois de treze anos, diversos pesquisadores,
no âmbito da Sociologia da Educação, em torno de um mesmo tema?
Evidentemente, pode-se argumentar a proximidade de perspectivas ou de
interesses de investigação. No caso de Geraldo Romanelli, Maria Alice
Nogueira, Nadir Zago e mais doze pesquisadores – de estados como Minas
Gerais, Paraíba, Rio de Janeiro, Rio Grande do Sul, Santa Catarina e São
Paulo – podemos apontar o próprio subtítulo do livro como resposta a esta
indagação: Novas perspectivas de análise. É com este desafio, expresso tanto
pelo subtítulo, quanto pela diversidade dos artigos, que o livro Família & Escola
ganha um segundo volume em 2013.

The paper presents the representations that future elementary school teachers have in a University of Ñuble region for the family and parental roles assigned to them in education. In line with the objective, a comprehensive interpretive study using qualitative methodology is developed. Among the most important findings we found that roles that subjects assign families are located in two clearly defined dimensions; on one hand, support on the educational field through the completion school duties and, secondly, the inculcation of habits that facilitate the establishment of a classroom climate in favor of learning.

Full bibliographic details must be given when referring to, or quoting from full items including the author's name, the title of the work, publication details where relevant (place, publisher, date), pagination, and for theses or dissertations the awarding institution, the degree type awarded, and the date of the award.

Strong communication and cooperation between the family and the school is one of the most important factors contributing to students' learning, identity and well-being. This research aimed to support Serbian policy makers and school authorities to engage more effectively with families as children transition to the first years of school. By drawing on the experiences of Serbian parents who live in Australia and Australian teachers, and considering contemporary educational literature on family-school engagement, it was hoped to identify strategies that might be employed to encourage Serbian school communities to strengthen communication with families and foster improved cooperation between parents and teachers in the early years of school. This study used a qualitative research approach (semi-structured questionnaires and follow-up interviews) to explore parents' and teachers' perceptions and experiences of building and sustaining family-school partnerships in each context. Analyses of Serbian parents' and teachers' views of family-school interactions during the transition-to-school period indicated that families had limited, if any, communication with the school and were rarely involved in their children's learning, including classroom activities and extracurricular events. Analyses of Australian parents' and teachers' perceptions of their transition-to-school engagement experiences indicated that communication and cooperation between family and school were common and frequent. The findings from this study identified a range of suggestions that Serbian schools might adopt to strengthen and sustain communication, engagement and cooperation with families, particularly during the period when children begin school. family-school cooperation, early childhood education, post-communist educational context, democratic educational context.

En el estudio de la participación de las familias en los centros educativos es indispensable analizar qué canales de comunicación se utilizan entre padres y docentes, ya que éstos se consideran uno de los principales factores que influyen en la creación de dinámicas positivas entre ambos agentes. En este contexto, el presente artículo aborda un ámbito de la comunicación poco estudiado en España: el de las Tecnologías de la Información y la Comunicación para la relación familia-escuela. A partir de un trabajo etnográfico que ha durado 9 meses y se ha realizado en 20 centros de primaria, mostramos cuáles son los recursos digitales más utilizados, qué tipo de informaciones fluctúan a través de éstos y cuáles son las actitudes de maestros y progenitores hacia estas nuevas herramientas.

A coordinated approach involving both school and families is essential for education to be successful. Mutual support and the satisfaction to teachers and parents alike are particularly important in the area of education in values. We ca rry out a pilot study, from which we obtained enough information to design and apply family education programmes in the future. In this paper, we explain the design and implementa tion of the programme: 1) a brief state of the question and a review of some recent bibliograp hy; 2) the stages in which this pilot project was put into practice; 3) some conclusions will be drawn as a guide for future work in this area. The school with which we made our action-research agreement was San Viator (Vitoria, Spain), an independent school with some public funding. The headmaster, the coordinator, and the school counsellor were the professionals who co llaborated directly with our project. The educational goal was to provide guidance for parent s with children ...

A coordinated approach involving both school and families is essential for education to be successful. Mutual support and the satisfaction to teachers and parents alike are particularly important in the area of education in values. We carry out a pilot study, from which we obtained enough information to design and apply family education programmes in the future. In this paper, we explain the design and implementation of the programme: 1) a brief state of the question and a review of some recent bibliography; 2) the stages in which this pilot project was put into practice; 3) some conclusions will be drawn as a guide for future work in this area. The school with which we made our action-research agreement was San Viator (Vitoria, Spain), an independent school with some public funding. The headmaster, the coordinator, and the school counsellor were the professionals who collaborated directly with our project. The educational goal was to provide guidance for parents with children in years 3 and 4 (aged 8 to 10), and the school itself invited these parents to take part in the programme. Out of 75 families at the school, 40 expressed interest, 26 (fathers and mothers) took part in the diagnosis, and 12 mothers participated in the programme.

Recent school counseling literature and initiatives by the Education Trust and American School Counselor Association (ASCA) to transform school counseling have promoted an integral role for school counselors in school-family-community partnerships. The study drew on the school-family-community partnership research to identify factors that explain the gap between current and prescribed involvement for school counselors in school-family-community partnerships. The School Counselor Involvement in Partnerships Survey (SCIPS) was designed to measure involvement and the identified school counselor and school-related factors. Participants were 235 school counselors randomly selected from ASCA's membership. It was hypothesized that (1) the school counselor and school-related factors would discriminate significantly among school counselors who report low, average, and high involvement, (2) school-counselor factors would contribute to explaining school counselor involvement in school-family-community partnership roles above and beyond school-related factors after controlling for school level, and (3) there would be significant differences in involvement and role perceptions among elementary, middle, and high school counselors. The factor analyses revealed that the survey consisted of sub-scales measuring a number of distinct factors: the dependent variable, involvement in partnerships; one school-related factor, school norms of collaboration; and six school counselor factors: role perceptions, confidence in ability to build partnerships, commitment to advocacy, perceived barriers, attitudes about partnerships, and attitudes about families and communities. The factors were used in a discriminant analysis, multiple regression, and multivariate analysis of variance to examine their effects on school counselor involvement in school-family-community partnerships. Results indicated that group differences among school counselors with low, average, and high levels of involvement in school-family-community partnerships are explained by school norms, role perceptions, confidence in ability, commitment to advocacy, and attitudes about partnerships. Results also found that role perceptions, confidence in ability to build partnerships, and attitudes about partnerships, influence school counselor involvement in school-family-community partnerships above and beyond school norms. Furthermore, elementary, middle, and high school counselors did not differ significantly in their level of involvement or role perceptions. This study has training, policy, and practice implications for school counselors. It provides a model for explaining and assessing school counselors' and possibly other school professionals' involvement in school-family-community partnerships.