Family expectations: One dimension of effective family-teacher partnershipsResearch to Practice: K-12 Scholarship Journal (2013)
Development of family-school partnerships is no longer a mutually exclusive responsibility reserved solely for special educators. All teachers are called to assume a more active role in these partnerships, which have not only been shown to increase family satisfaction but also to increase student achievement. To provide teachers with information to better engage in family partnerships, we studied the expectations of 257 families of students receiving special education. Specifically, we examined the effect of the child’s race, gender, and disability type on the family’s response. Only disability type produced a significant difference in the family’s preferred response theme. More families emphasized “relationship building” behaviors than any other theme.
- family-school relationships,
- family expectations,
- family satisfaction
Citation InformationThomas, S.B., Mallett, J. D., & Dykes, F. (2013). Family expectations: One dimension of effective family-teacher partnerships. Research to Practice: K-12 Scholarship Journal. 1(3), 4-25.