Parental Involvement in All-Day Special Schools for Learning Disabilities

Research output: Chapter in book/report/conference proceedingContribution to book/anthologyResearchpeer review

Authors

External Research Organisations

  • Bielefeld University
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Details

Original languageEnglish
Title of host publicationThe ploliticization of parenthood. Shifting private and public responsibilities in education and child rearing.
EditorsMartina Richter, Sabine Andresen
Pages235-247
Number of pages13
Publication statusPublished - 2012

Publication series

NameChildren's Well-Being: Indicators and Research
Volume5
ISSN (Print)1879-5196
ISSN (electronic)1879-520X

Abstract

One important dimension of the relation between families and schools can be found in parental involvement. Relatively neglected in wide parts of the German school system as well as in the discourses of the German educational sciences, it is a topic receiving greater attention in the international context. Conceptualizing the family–school relation primarily from the side of the school, it focuses on ways of involving the parents in the processes of education and participation in school. A lot of research has confirmed the importance of parental involvement, particularly with regard to its relation to educational success (Ferguson 2008; Jeynes 2011; Jordan et al. 2002).

Keywords

    Family System, Learn Disability, Parental Involvement, School System, Special School

ASJC Scopus subject areas

Cite this

Parental Involvement in All-Day Special Schools for Learning Disabilities. / Urban, Michael; Meser, Kapriel; Werning, Rolf.
The ploliticization of parenthood. Shifting private and public responsibilities in education and child rearing.. ed. / Martina Richter; Sabine Andresen. 2012. p. 235-247 (Children's Well-Being: Indicators and Research; Vol. 5).

Research output: Chapter in book/report/conference proceedingContribution to book/anthologyResearchpeer review

Urban, M, Meser, K & Werning, R 2012, Parental Involvement in All-Day Special Schools for Learning Disabilities. in M Richter & S Andresen (eds), The ploliticization of parenthood. Shifting private and public responsibilities in education and child rearing.. Children's Well-Being: Indicators and Research, vol. 5, pp. 235-247. https://doi.org/10.1007/978-94-007-2972-8
Urban, M., Meser, K., & Werning, R. (2012). Parental Involvement in All-Day Special Schools for Learning Disabilities. In M. Richter, & S. Andresen (Eds.), The ploliticization of parenthood. Shifting private and public responsibilities in education and child rearing. (pp. 235-247). (Children's Well-Being: Indicators and Research; Vol. 5). https://doi.org/10.1007/978-94-007-2972-8
Urban M, Meser K, Werning R. Parental Involvement in All-Day Special Schools for Learning Disabilities. In Richter M, Andresen S, editors, The ploliticization of parenthood. Shifting private and public responsibilities in education and child rearing.. 2012. p. 235-247. (Children's Well-Being: Indicators and Research). doi: https://doi.org/10.1007/978-94-007-2972-8
Urban, Michael ; Meser, Kapriel ; Werning, Rolf. / Parental Involvement in All-Day Special Schools for Learning Disabilities. The ploliticization of parenthood. Shifting private and public responsibilities in education and child rearing.. editor / Martina Richter ; Sabine Andresen. 2012. pp. 235-247 (Children's Well-Being: Indicators and Research).
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