Rollande Deslandes – författare

Research and practice in the vast field of school-family-community relations have evolved dramatically over the last thirty years. Schools throughout the world face enormous challenges due to demographic changes and societal problems, making partnerships among schools, families and community groups a necessity. Specific issues such as poverty, school dropout, violence and suicide, the wider diversity of students and parents, the higher accountability demanded of school systems, the implementation of school reforms and a multitude of government strategies and policies all contribute to a rapidly changing educational world. But as this book shows, even though research is often being undertaken independently in different countries, strong similarities are apparent across countries and cultures. School-family-community collaboration is no longer a single country issue. The book brings together contributions from culturally and linguistically diverse countries facing these common situations and challenges. It details practices that have proved effective alongside relevant case examples, and covers a wide variety of topics, including: challenges arising from the application of parent-school legislation at national level the work of schools with migrant groups, low-income parents and parents with behaviour problems. evaluation of various family-school-community partnerships programs the way ahead for Family-School-Community Relations With contributions from distinguished researchers from throughout the world (including the United States, Canada, the UK, Europe, China and Australia). It is a perfect companion to International Perspectives on Student Outcomes and Homework, also edited by Rollande Deslandes, and published simultaneously by Routledge.

This synthesis of the latest knowledge on homework presents unique findings by researchers from various countries and diverse professional backgrounds. It approaches the topic of homework from several perspectives, including its political and cultural contexts aspects of parental involvement and parent-child relationships school contexts and practices observable impacts It highlights homework-specific concerns and considers two principal solutions. Firstly, support initiatives from schools and communities. Secondly, improved homework design, aimed at attracting greater student interest and promoting communication within families. Recommendations for practice and future research are also discussed. A political analysis shows that current confusion about homework might stem from a tension between two prevailing ideologies, one stressing students’ improved achievement in competing economies, and the other privileging collaboration between the school, family and community. This book considers how both teachers and parents can ensure a balance between the child’s school life and his or her overall development. Certain community resources are available to parents and students, but these in no way absolve parents of the responsibility to maintain an interest in their child’s school activities. International Perspectives on Student Outcomes and Homework proposes ideas and actions of relevance to everyone interested in the issue: school administrations, teachers in training and in practice, parents, and researchers eager to contribute to the advancement of knowledge in the field. It is a perfect companion to International Perspectives on Contexts, Communities and Evaluated Innovative Practices, also edited by Rollande Deslandes, and published simultaneously by Routledge.

This synthesis of the latest knowledge on homework presents unique findings by researchers from various countries and diverse professional backgrounds. It approaches the topic of homework from several perspectives, including its political and cultural contexts aspects of parental involvement and parent-child relationships school contexts and practices observable impacts It highlights homework-specific concerns and considers two principal solutions. Firstly, support initiatives from schools and communities. Secondly, improved homework design, aimed at attracting greater student interest and promoting communication within families. Recommendations for practice and future research are also discussed. A political analysis shows that current confusion about homework might stem from a tension between two prevailing ideologies, one stressing students’ improved achievement in competing economies, and the other privileging collaboration between the school, family and community. This book considers how both teachers and parents can ensure a balance between the child’s school life and his or her overall development. Certain community resources are available to parents and students, but these in no way absolve parents of the responsibility to maintain an interest in their child’s school activities. International Perspectives on Student Outcomes and Homework proposes ideas and actions of relevance to everyone interested in the issue: school administrations, teachers in training and in practice, parents, and researchers eager to contribute to the advancement of knowledge in the field. It is a perfect companion to International Perspectives on Contexts, Communities and Evaluated Innovative Practices, also edited by Rollande Deslandes, and published simultaneously by Routledge.