Parental Involvement in Secondary Education Schools: The Views of Parents in Greece

Autor/inn/en	Antonopoulou, Katerina; Koutrouba, Konstantina; Babalis, Thomas
Titel	Parental Involvement in Secondary Education Schools: The Views of Parents in Greece
Quelle	In: Educational Studies, 37 (2011) 3, S.333-344 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
Schlagwörter	Parent Participation; Parent School Relationship; Foreign Countries; Emotional Development; Social Development; Parent Attitudes; Academic Achievement; Adolescent Development; Educational Policy; Educational Practices; Parent Teacher Cooperation; Caring; Educational Change; Secondary School Teachers; Greece + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ausland; Gefühlsbildung; Soziale Entwicklung; Elternverhalten; Schulleistung; Politics of education; Bildungspolitik; Bildungspraxis; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Care; Pflege; Sorge; Betreuung; Bildungsreform; Griechenland
Abstract	The present study explores Greek parents' views on parental educational involvement and its impact on adolescent scholastic and social development. Specifically, aspects of parental involvement such as the achieved objectives of current parent-school communication, the psychological climate dominating teacher-parent interactions and parents' suggestions for improvement of current policies and practices are examined. Four hundred and seventy-five parents participated in the study. Findings showed that family-school communication is believed to be insufficient in Greece, despite the fact that parents tend to: (1) regard their cooperation with teachers as determinative of adolescent academic and psychosocial development; (2) consider teachers to be friendly and caring; and (3) believe that secondary school provides some opportunities for constructive parental involvement. These paradoxes are discussed and explained as a result of radical changes in current social and educational values, principles and objectives. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10