Parent Involvement: Perceived Encouragement and Barriers to African Refugee Parent and Teacher Relationships

Autor/in	Tadesse, Selamawit
Titel	Parent Involvement: Perceived Encouragement and Barriers to African Refugee Parent and Teacher Relationships
Quelle	In: Childhood Education, 90 (2014) 4, S.298-305 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2014.937275
Schlagwörter	Refugees; Parent Teacher Cooperation; Interpersonal Communication; Parent Participation; Student Needs; Barriers; Foreign Countries; Special Needs Students; Early Intervention; Mothers; Questionnaires; Semi Structured Interviews; Teacher Role; Parent Role; Teacher Attitudes; Parent Attitudes; Special Education; Africa + Suchen Sie Ihr Suchwort? Flüchtling; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Interpersonale Kommunikation; Elternmitwirkung; Ausland; Sonderpädagogischer Förderbedarf; Mother; Mutter; Fragebogen; Lehrerrolle; Parental role; Elternrolle; Lehrerverhalten; Elternverhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Afrika
Abstract	Children coming from refugee families have special psychological, social, and academic needs, and their success greatly depends on the positive support they receive from the host community. Teachers and peers at the school can provide cumulative support to help these children and their families overcome major socio-cultural and educational challenges. This study provides valuable insights about ways to foster meaningful relationships between refugee parents and teachers based on mutual respect, cooperation, shared responsibility, and effective communication. The findings have significance for communities and schools with a large refugee or displaced population. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10