This work examines the factors that shape and influence home-school relations. At its heart is an analysis of parent-teacher relationships in an inner city borough, drawn from case studies of five primary schools and a parents'' centre. Interviews with parents are revealing windows into parents'' views on a range of issues, including curriculum, discipline and parents'' relationships with their children''s teachers.; The author also considers teachers'' perspectives on these matters, and explores the influence of social class, ethnicity and gender on parent-teacher interactions. While presenting these issues within a consideration of broader themes such as citizenship, community, power and participation, the book discusses the reasons why initiatives designed to improve home- school relations appear to result in such limited change.

This work examines the factors that shape and influence home-school relations. At its heart is an analysis of parent-teacher relationships in an inner city borough, drawn from case studies of five primary schools and a parents'' centre. Interviews with parents are revealing windows into parents'' views on a range of issues, including curriculum, discipline and parents'' relationships with their children''s teachers.; The author also considers teachers'' perspectives on these matters, and explores the influence of social class, ethnicity and gender on parent-teacher interactions. While presenting these issues within a consideration of broader themes such as citizenship, community, power and participation, the book discusses the reasons why initiatives designed to improve home- school relations appear to result in such limited change.

This work examines the factors that shape and influence home-school relations. At its heart is an analysis of parent-teacher relationships in an inner city borough, drawn from case studies of five primary schools and a parents'' centre. Interviews with parents are revealing windows into parents'' views on a range of issues, including curriculum, discipline and parents'' relationships with their children''s teachers.; The author also considers teachers'' perspectives on these matters, and explores the influence of social class, ethnicity and gender on parent-teacher interactions. While presenting these issues within a consideration of broader themes such as citizenship, community, power and participation, the book discusses the reasons why initiatives designed to improve home- school relations appear to result in such limited change.