学校与家庭之间的伙伴关系 ——合作还是冲突？外文翻译资料

Valentin CosminBlacirc;ndul/ Procedia-社会与行为科学47（2012）1501 – 1505

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Available online at www.sciencedirect.com

Procedia - Social and Behavioral Sciences 47 (2012) 1501 – 1505

CY-ICER 2012

The partnership between school and family - cooperation or conflict?

University of Oradea, 1 University street, Oradea, 410087, Bihor, RomaniaE-mail: bvali73@yahoo.com

Abstract

The issue of school-family collaboration is a popular research theme both for Romanian and foreign researchers, who generally state, that the success of the educational process depends on the reciprocal collaboration of the two factors. The present study sets as its goal, to investigate the real aspects of the school-family collaboration in five rural schools. The group of subjects consisted of 60 teachers from Bihor, Romania. The questionnaire had 32 items and for the present research were taken only those items into account, which referred to the parental implication in the planning of curricular / extracurricular activities. The results show that collaboration function only in one direction, from the side of the school towards the parents.

2012 Published by Elsevier Ltd.

copy; 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huuml;seyin Uzunboylu

Open access under CC BY-NC-ND license.

Keywords: school-family collaboration, disadvantaged social categories, educational partnership.

1. Introduction

Analyzing the education purposes, we can get a image about the complexity of the phenomenon and that its achievement can not fall under the responsibility of only one person / institution (W.D. Nance, 2000). Share in which the educational factors get involved in the children formation is however variable, depending, among others, on his chronological age. Thus, in the first three years of life, the central role in child education lies to the family and, in particular, to the parents or to the legal guardian. Their main task is to child care and his early socialization. Alongside with family, to the early education achievement are involved a number of childcare institutions and child protection structures such as medical, day care centers for minors etc. In the second childhood, family and other educational agents mentioned are added to pre -school where the child forms the basic instrumental skills and perform its secondary socialization. School share to the human individual training becoming increasingly important starting with the 3rd childhood, an occasion in which the basic purchases acquired previously are consolidated, while putting the future foundation of the individual vocational guidance. Of those exposed, we realize that although each part of structure (family, school, community) has a very important role in achieving the childs education, to unitary fulfill the whole process is fundamental a close collaboration between each of them. If the partnership is not properly managed, it can lead to a genuine conflict between opposing systems of rules to the requirements of the child by family, school or group of friends to be ant

eachers raised a number of problems encountered in daily educational activities (M. Sanders and J. Epstein, 2005, pp. 203-204):

deficiencies of the child registration system in the school (completion the necessary documentation discourages many parents or cause significant delays in bringing the child to school);

involving parents in domestic activities or seasonal activities correlates with the lack of distance learning programs or in modular system learning, which determines learning jumps;

1877-0428 copy; 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huuml;seyin Uzunboylu

Open access under CC BY-NC-ND license. doi:10.1016/j.sbspro.2012.06.850

1502 Valentin Cosmin Blacirc;ndul / Procedia - Social and Behavioral Sciences 47 (2012) 1501 – 1505

insufficient cooperation of some parents with their childrens teachers;

pressure created by the need to the scroll of the educational programs in a fast pace, which does not take account for possible gaps between students.

In this sense, it is unanimously accepted that financial help given to pupils facing difficulties can play a significant role. Nevertheless, R. Chen (2008, p. 215) observes that most of the experts approach the phenomenon in a too general way, without understanding that the financial help received is perceived in different ways depending on the pupils area of residence, his/her socio-cultural status or ethnicity. Thus, the author points out that many parents send their children to school just as much as to be within the number of absences that still entitles them to receive financial support from the state. On the other hand, through various governmental or non-governmental programs / projects a great number of families (especially of Rroma ethnicity that live in underprivileged areas) have received financial support to send their children to school, but they used the support for other purposes. For this reason, each case should be considered separately. The family assessment carried out at the childs domicile can play an important role in this process (A.C. Rule et. al., 2008).

2. The study

As a first conclusion, we can observe that parents have the right to be informed about and the obligation to acknowledge the school behavior of their children, whereas teachers need to consult and ask for their help and approval each time problems require to be solved (R.E. Mitchell et. al. 2011).

2.1 The objective

Starting from the above, the present research we aimed to establish the degree of achievement of the partnership established between school and

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