"No parent left behind" : föräldradeltagande för inkludering och effektivitet

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"No parent left behind" : föräldradeltagande för inkludering och effektivitet

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dc.contributor.author Tallberg Broman, Ingegerd
dc.date.accessioned 2012-01-30T13:06:34Z
dc.date.available 2012-01-30T13:06:34Z
dc.date.issued 2009 en_US
dc.identifier.citation 221-240 en_US
dc.identifier.issn 1653-1868 en_US
dc.identifier.uri http://hdl.handle.net/2043/13296
dc.description.abstract Parents' - as well as children's - participation is highly stressed in every policy document concerning pre-school and school, on local, national and international level. In this article parents' participation in pre-school and school is regarded as an element of tension between policy and professional practice. Based on empirical data from three different studies, teachers' professional attitudes and their conceptions of parental participation in school are presented. Contradictions between policy ambitions and professional practices are discussed in an historical perspective, and related to earlier emphasised equality in relation to the school. Changes are shown, especially in the policy discourse about parents' participation: from the earlier objective of enhanced democracy, which was seen as an important, basic value, to the present goal of enhanced democracy and inclusion as a strategy for better learning outcomes and school efficiency. en_US
dc.language.iso swe en_US
dc.publisher Malmö Högskola Lärarutbildningen en_US
dc.subject childhood en_US
dc.subject parents en_US
dc.subject school en_US
dc.subject democracy en_US
dc.subject learning en_US
dc.subject.classification Humanities/Social Sciences en_US
dc.title "No parent left behind" : föräldradeltagande för inkludering och effektivitet en_US
dc.type Article, peer reviewed scientific en_US
dc.contributor.department Malmö University. School of Teacher Education en
dc.subject.srsc Research Subject Categories::SOCIAL SCIENCES en_US
dc.subject.srsc Research Subject Categories::INTERDISCIPLINARY RESEARCH AREAS en_US
dc.relation.ispartofpublication Educare;2-3
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