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 accessAbstract
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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“Despite the importance of the teachers’ active role in engaging parents in learning, research shows that partnering with parents and supporting their engagement is an area where teachers lack confidence and formal instruction [19,20].”
From Finnish and Portuguese Parents' Perspectives on the Role of Teachers in Parent-Teacher Partnerships and Parental Engagement (2021) · cites this paper as [19]
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Cited by
Tan, C. Y., Lyu, M., & Peng, B. (2020) · Parenting · doi:10.1080/15295192.2019.1694836 · Cited by 246
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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
- 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
- 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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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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