ERIC Number: EJ1318727
Record Type: Journal
Publication Date: 2020
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1175-9232
EISSN: N/A
Available Date: N/A
Home-School Partnerships and Outcome Measures
Turner, Kelly
Kairaranga, v21 n2 p32-47 2020
The concept of home-school partnerships is widely accepted as being important for student success. How this concept can be quantified in a more equitable and valid way, specifically through the lens of the Resource Teachers of Learning and Behaviour (RTLB), is the focus of this inquiry. RTLB and parent surveys, plus a questionnaire answered by the Ministry of Education (MOE), found the current measuring practices lacking in validity and equity. It is suggested that, rather than a single outcome measure being the focus for the Ministry of Education to gauge the impact of an RTLB intervention on the home-school partnership, an intervention to strengthen this relationship between home and school would be more equitable and robust. It also concludes that national consistency of practice, a shared understanding of what indicators could be present in a powerful partnership, and the intended use of the data, would benefit the validity of the outcome data.
Descriptors: Family School Relationship, Partnerships in Education, Intervention, Academic Achievement, Parent Attitudes, Equal Education, Administrator Attitudes, Validity, Pacific Islanders, Ethnic Groups, Foreign Countries, Cultural Awareness, Culturally Relevant Education, Barriers, Power Structure, Parent Teacher Cooperation, Teacher Attitudes, Resource Teachers
Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: https://www.massey.ac.nz/massey/learning/departments/institute-of-education/research/kairaranga/kairaranga_home.cfm
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A
Author Affiliations: N/A