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Copyright of Educational Academic Research is the property of Ataturk University Coordinatorship of Scientific Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article aim is to point out the importance of cooperation between parents and school as well as open communication in relation to supporting the successful transition of a child with a disability into the school system. Series of in-depth interviews were conducted with parents of children with disabilities after transition process. Our research findings suggest that the attitude of the school management and its organizational culture were the factors that influenced the creating effective cooperation between school and parents in both a negative and positive ways, and at the same time determined the way of communication. Due to the fact that the parents of children with disabilities perceived their child's transition as one of the areas in which they need support, we consider our results to be significant. Therefore, we consider the transition to be one of the important areas of research. [ABSTRACT FROM AUTHOR]

Copyright of Balkan & Near Eastern Journal of Social Sciences (BNEJSS) is the property of Balkan & Near Eastern Journal of Social Sciences (BNEJSS) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

One long-standing characteristic of schools in Norway is inclusive education as a primary goal. The last years, the Norwegian government has emphasised increased parent-school cooperation as a way to limit risks, i.e. of drop-outs. This article focuses on how parent-school relationship is played out in an economic and socially diversified urban borough in Bergen, Norway. It draws on fieldwork and interviews among parents, teachers and principals in three different schools. As this article shows, the increased focus on parents' active engagement in the school encourages and creates expectations of an intensive parenting model. Yet, not all parents are ready, willing or have the capacity to pursue the intensive parenting model. We suggest that the current promotion of middle-class intensive parenting by schools, in practice, shifts the responsibilisation of equal education away from the state towards individual families and undermine the ideals of inclusive education and equal opportunities in Norway. [ABSTRACT FROM AUTHOR]

Collaboration between schools and parents has become increasingly prominent on the political agenda in Norway. Schools are obliged to promote parent–school cooperation in accordance with parents’ rights as stakeholders in education. This article explores the governing strategies of seven primary or lower-secondary schools that have taken initiatives to improve parent–school collaboration. The main intention is to explore how New Public Management (NPM) measures (such as market values, decentralization, competition, and output control) and New Public Service (NPS) tools (including coalition building and citizens’ involvement) are reproduced at the local level when parent–school collaboration is put on the agenda. The analysis shows that street-level discretion at school level implies considerable uncertainty around the achievement of policy objectives. Different opinions on parents as a target group seem prominent in explaining how frontline workers act and strategize. Two distinct collaboration strategies are identified: serving and steering. The serving strategy is based on a linear partnership by making use of local knowledge in order to reach parents and enable their participation. The steering strategy is characterized by non-linear relationships with parents and certain steering mechanisms by routinizing collaboration activities, modifying goals for parent–school collaboration and rationing school services to parents.

The large number of newly arrived people from other countries, particularly children and youth, represents a major challenge for schools and school systems in the EU-28. The present study, conducted in Germany, investigated this situation using the critical incident technique. Critical incidents were collected in group discussions with teachers and principals about challenging events in the context of growing migration. The incidents, including their perceived causes and consequences, were categorised using qualitative content analysis. Events that were frequently present in teachers' everyday work included various types of conflicts concerning pupils, difficult cooperation between teachers and parents and parents banning their children from taking part in particular school activities. The identified causes for such events were diverse, including misunderstandings, diverging cultural and religious concepts, language barriers, structural constraints and some pupils' traumatic experiences influencing the school community. The described incidents had far-reaching consequences, especially for parent-school cooperation and for pupils' integration in the classroom community and academic and personal development. The final part of this article discusses and illustrates how the results can contribute to developing ideas and measures to deal with the identified challenges. [ABSTRACT FROM AUTHOR]

Collaboration between schools and parents has become increasingly prominent on the political agenda in Norway. Schools are obliged to promote parent–school cooperation in accordance with parents’ rights as stakeholders in education. This article explores the governing strategies of seven primary or lower-secondary schools that have taken initiatives to improve parent–school collaboration. The main intention is to explore how New Public Management (NPM) measures (such as market values, decentralization, competition, and output control) and New Public Service (NPS) tools (including coalition building and citizens’ involvement) are reproduced at the local level when parent–school collaboration is put on the agenda. The analysis shows that street-level discretion at school level implies considerable uncertainty around the achievement of policy objectives. Different opinions on parents as a target group seem prominent in explaining how frontline workers act and strategize. Two distinct collaboration strategies are identified:servingandsteering. The serving strategy is based on a linear partnership by making use of local knowledge in order to reach parents and enable their participation. The steering strategy is characterized by non-linear relationships with parents and certain steering mechanisms by routinizing collaboration activities, modifying goals for parent–school collaboration and rationing school services to parents. [ABSTRACT FROM AUTHOR]

This article explores the thesis that parent-school cooperation is predominantly a domain of female engagement. Our considerations are based on the analysis of gender related data accumulated during two national survey studies and five research projects focused on different aspects of parent-school cooperation (carried out between 2006 and 2010). The results of the analysed studies show that women make up 68% of the workforce in the education sector, and that women in Serbia spend on average 5 hours per day doing domestic work and 3 hours looking after children. In the five analysed research projects women are the dominant participants - out of 519 of the teacher participants in three studies 77% were women; out of 87 parent participants in three studies 81% were mothers. The results of the analysed research indicate that: mothers attend parent-teacher meetings seven to ten times during the school year, while fathers attend one to three times; cooperation with parents for teachers and cooperation with teachers for parents is not on the list of important everyday tasks; one important problem with regard to cooperation with parent is the impossibility of time alignment between parents and teachers. Possible strategies for enhancing family-school cooperation are also discussed. [ABSTRACT FROM AUTHOR]