État de publication: Publiée (2019 Janvier )
Nom de la revue: Aula Abierta
Intervalle de pages: 11-18
Résumé: Collaboration between the school and the family is increasingly privileged as one of the means to promote educational success and perseverance. This is based among other things on a sharing of responsibilities between parents and teachers. Although knowledge has evolved in relation to collaborative school-family relationships, it has far from developed in all Québec schools. The division of responsibilities appears more rhetorical than practical. More work must be done. The objectives of this paper are to (1) conduct an overview of parental involvement and school-family collaboration literature under the angles of concept de nitions and in uential factors; and drawing on Hoover-Dempsey et al.’s models (1997, 2010), and 2) to propose an integrative model of factors and processes linked to parental involvement and school-family collaboration. Given that the challenges facing teachers appear to have increased exponentially and that parents’ conditions for exercising their role have become more complex, it appears to be timely to have parents and teachers si ing together and share their vision in order to develop a common understanding and a collective vision of the current situation regarding school-family collaboration. The proposed integrative framework is intended to provide a tool to the main actors eager to engage in a re ective activity.
Théorie de l'activité: