Sandra Webster (Australia Swinburne University of Technology)

Creating Family-School Partnerships

From 'Talking To' Towards 'Learning With'

• Broschiertes Buch

Produktbeschreibung

Introducing a new model of family-school partnership, entitled â Pathways to Partnershipâ , Sandra presents a template to teachers and school leaders for developing authentic, genuine family- school partnerships that reflect contemporary global thinking and practice.

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Produktdetails

• Evolving Families
• Verlag: Taylor & Francis Ltd
• Seitenzahl: 168
• Erscheinungstermin: 22. Dezember 2023
• Englisch
• Abmessung: 234mm x 156mm x 9mm
• Gewicht: 264g
• ISBN-13: 9781032404127
• ISBN-10: 1032404124
• Artikelnr.: 69031320

Autorenporträt

Sandra Webster has a PhD from Swinburne University of Technology. She is an educational leader with many years of experience in a variety of settings and schools. Education has been her life's work and passion. She believes that the times we live in offer educators an opportunity for a reset, and the chance to review and change the way we deliver education.

Inhaltsangabe

1. Pathways to Partnership: Introducing a New Model of Family-School
Partnership 2. Background, Shifting Definitions and Clarifications 3. Power
and the Family-School Partnership 4. Communication and the Family-School
Partnership 5. Trust and the Family-School Partnership 6: Living the
Pathways Model - Stories (and lessons) from the field: The Most Vocal
People are Always the People that are the Most Negative 7. Living the
Pathways Model - Stories (and lessons) from the Field: They Told Us, But it
Wasn't What We Wanted to Know 8. Living the Pathways Model: Stories (and
lessons) from the Field: It's Everybody's Partnership. 9. Living the
Pathways Model - Stories (and lessons) From the Field: You Listen to Us,
We'll Listen to You. 10. Barriers to the Formation of a Family-School
Partnership 11. Expanding our Concept of 'Family'- The Role of the Domestic
Helper in the Family-School Partnership 12. Creating Family-School
Partnerships: From 'Talking to' Towards 'Learning With' Conclusion