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Parents as coteachers of science and technology in a middle-school classroom

Willis, L.D. and Ritchie, S.M. (2010) Parents as coteachers of science and technology in a middle-school classroom. In: Murphy, C. and Scantlebury, K., (eds.) Coteaching in International Contexts. Springer, Dordrecht, NL, pp. 281-303.

Link to Published Version: http://dx.doi.org/10.1007/978-90-481-3707-7_14
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Abstract

For almost four decades, attempts to enhance parental engagement in education have occupied governments, educators, and parent organizations globally (Desforges and Abouchaar 2003). Driving this trend has been the weight of research evidence that indicates a positive correlation between parental involvement in students’ learning and academic performance and school success (e.g., Henderson et al. 2007). In addition, a high level of parent and community involvement has been found to characterize very effective or “good” schools: ones that achieve high standards irrespective of students’ socio-economic class, ethnic/racial background, or their parents’ level of education (Masters 2004)..

Publication Type: Book Chapter
Publisher: Springer
Copyright: 2010 Springer Science+Business Media B.V.
Notes: Series Title: Cultural Studies of Science Education, Vol. 1
URI: http://researchrepository.murdoch.edu.au/id/eprint/21271
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