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Cited by 84Parental Involvement in EducationEducational Assessment and ImprovementEducation Pedagogy and Practices

The DOI matches its Crossref record; 31 of the 32 references it cites were found in a registry or an index.

Building strong parent–teacher relationships in primary education: the challenge of two-way communication

Open access
Leenders, Hélène, de Jong, Johan, Monfrance, Mélanie, Haelermans, Carla·2019·Cambridge Journal of Education
DOI 10.1080/0305764x.2019.1566442
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Abstract

This study investigates which subjects teachers talk about with parents in parent–teacher conferences and other contact moments, and how they communicate with regard to these subjects. Fifty-five in-depth interviews were carried out with teachers from special education schools, at-risk schools serving low socio-economic status children and mainstream primary education schools in the southern part of the Netherlands. The results illustrate that (1) two-way communication is used the most in at-risk schools, (2) teachers find it difficult to involve parents in the decision-making process concerning special care for the child, and (3) the teachers’ attitude towards parents is best when it comes to difficult discussion topics. When situations are really difficult, teachers stand alongside the parents instead of addressing them from their expert role, asking them ‘How can we solve this together?’. Teachers should be more aware of this quality, and not be afraid to address difficult subjects or conflicts.

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Research works printed but not linked: 8

  1. B&T, 2017, Ontwikkeling regionale visie onderwijskaart PO Zuid-Limburg, Eindrapportage
  2. Bakker J., 2013, Leraren en ouderbetrokkenheid. Een reviewstudie naar de effecten van ouderbetrokkenheid en de rol die leraren hierbij kunnen vervullen
  3. Denessen E., 2007, The School Community Journal, 17, 27
  4. Henderson A. T., 2002, A new wave of evidence. The impact of school, family, and community connections on student achievement
  5. Jungbluth P., 2014, Eindopbrengsten van basisscholen in Zuid-Limburg. Schoolpubliek, segregatie, tevredenheid, schoolwelbevinden, veiligheid, succesverwachting, burgerschaps- en academische competenties, CITO-eindtoets en schooleffectiviteit
  6. Netherlands Association of Universities of Applied Sciences, 2010, Gedragscode voor praktijkonderzoek voor het HBO
  7. Van der Wolf K., 2005, Family-school-community partnerships merging into social development, 233
  8. Wellner L., 2012, Leadership, 41, 16

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Metadata

Authors
Leenders, H., de Jong, J., Monfrance, M., & Haelermans, C.
Affiliations
  • Fontys University of Applied Sciences (NL)
  • Department of Pedagogical Studies, Fontys University of Applied Sciences, Eindhoven, The Netherlands
  • Maastricht University (NL)
Corresponding author
Leenders, Hélène
ORCID
Venue
Cambridge Journal of Education
Publisher
Informa UK Limited
Published
2019-02-13
Volume
49
Issue
4
Pages
519-533
ISSN
  • 0305-764X (ISSN-L)
  • 1469-3577
DOI
10.1080/0305764x.2019.1566442
OpenAlex
W2911581144
Cited by
75
References
32
Citations by year
2026: 15 · 2025: 16 · 2024: 14 · 2023: 11 · 2022: 6 · 2021: 9 · 2020: 3 · 2019: 1
FWCI
12.82
Type
journal article
Language
en
Open access
Licence
other-oa
Locations
  • Cambridge Journal of Education (publishedVersion)
  • Research Publications (Maastricht University) (submittedVersion, other-oa)
Funders
Nederlandse Organisatie voor Wetenschappelijk Onderzoek (Field Initiated Study Grant No. 2015-02-39P)
Topics
  • Social Sciences › Education › Parental Involvement in Education
  • Social Sciences › Education › Educational Assessment and Improvement
  • Social Sciences › Education › Education Pedagogy and Practices
Keywords
parent-teacher relationships, parent-teacher conferences, two-way communication, primary education, at-risk schools, special schools, parental involvement, decision-making, difficult conversations, parent-teacher conflict

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