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Essay on The Relationship between Parents and their …

Both parents and educators have a large stake in children's success and the linkages promoted to facilitate it. No one would dispute that. But conceptualizing and operationalizing the connections between home and school has been done in many ways by practitioners, policymakers, and researchers who have specific ideas about the rights, roles, and responsibilities of participants in education. For some, the focus of this research is the description of programs and practices that increase the involvement of parents in school-related activities. Within this literature, links are made between practice and outcomes for various stakeholders in schooling. These works are highly pragmatic, forming programmatic alternatives to current relations between home and school. In contrast, other scholars read the interactions of parents and educators to illuminate the underlying dimensions of power and ideology. These are critiques of taken-for-granted images of relations between home and school. Rather than leading directly to policy or practice, they provide ways of problematizing the status quo that can imply new ways of thinking.

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How do we interpret the meanings of these models and the differences among them? One way would be to compare the elements of programs that work to increase the connections between parent and schools. This would provide information about the varied ways that schools work to involve parent--and this has been the main focus of inquiry related to parents and education. We have a reasonably detailed description of the various strategies schools and parents use to work together to promote children's education. What has not been extensively it to explore the foundational assumptions that frame proposed parent involvement activities. These foundational assumptions are developed within systems of value in which some people have more power than others and particular goals and activities take precedence. As a result, they shape the outcomes that are the ultimate goal of efforts to strengthen home-school relations and they promote agendas that have more potential for some participants than others.

Essay on The Relationship between Parents and their Children

Of Parents and relationship between parents and children essay Children

Brantlinger et al. go beyond Epstein's descriptions of ways to connect with schools by examining how the ideas about action and the values they imply make the meanings of these actions quite different. And they move beyond Lareau's depiction of the dark side of parent involvement by looking at the act of parenting in schools relationally. Actions have consequences not only for those within a family but they have ripples because there are others in the context. For the mothers in this study, education is an entity of equity in its most general sense--it should be able to bridge the needs of multiple groups. But when used within their own family, it was a tool of status production, used to maintain the position they had earned for their child through their own hard work. They are answerable to their children first and to society second and it is in their ability to narrate the differences between these two that they are able to promote the interests of those closest to them.

Most LGBT parents are, like me, and technically like my mother, “bisexual”—the forgotten B. We conceived our children because we engaged in heterosexual intercourse. Social complications naturally arise if you conceive a child with the opposite sex but still have attractions to the same sex. Sherkat calls these complications disqualifiable, as they are corrupting the purity of a homosexual model of parenting.

Maintain a Healthy Relationship With Your Parents | …

- Female Survivors of Childhood Incest Research Paper discusses how this experience affects women’s relationships with other women.

Recognizing the complexity of understanding schools, James Comer and colleagues situated their efforts on general aspects of school reform, with a program informed by multiple theories and practices (Comer, Haynes, Joyner, & Ben-Avie, 1996). Conceptualizing education as a system, the Comer model works to change that system by building participation and partnership to bring about the optimal development of each child. Two distinct aspects of this model guide activities: a commitment to child development-based programming and to systems-based approaches to problem solving that work to maximize participation and power:

Connecting parents to schooling is not seen as a resource for schools to access; instead the Comer model highlights the results reaped by multiple stakeholders. Parents provide support, children relate to programming, and school people think more inclusively when relationships are framed in terms of partnership. Comer's partnerships are different from the Epstein model in that the program has specific attributes and values, rather than a variety of choices, and these characteristics are framed to leverage maximal participation and power for all concerned. The program has been extensively researched in multiple sites but rather than describing what is it is promoted as what can beto change the relations among educational stakeholders.

Slamming doors,  screaming voices, sulking faces – what does broken trust look like in relationship between parents and children essay your home?
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Compare & Contrast Essay: The Role of Women in Ancient Athens

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How to Develop a Better Relationship With Your Parents

While this is a broad set of types, they do have a general focus. Epstein notes that strong programs of partnership include all aspects of these types and they are not presented hierarchically. But the model is set out in terms of what parents can do to support the efforts of their children through agendas directed by the school. While basic obligations are set out for parents, none are noted for schools--either related to settings for learning or for finding out about home settings. "[E]ach type of involvement leads to different outcomes for students, families, and schools" (p. 50) but the nature of these differences is not noted beyond parental appreciation of school efforts, changes in teacher attitudes about parents, and increases in student achievement in highly connected school-home partnerships. The model is silent regarding issues of power and status beyond suggestions that school people invite all parents into relationships and that they vary their schedules to accomodate the needs of diverse families. The meanings that reside within each of the partnership types are not examined nor are the power relations within the roles that these types inscribe. Partnerships frame answerability in terms of school people who develop programs that set up conditions that allow parents into school curriculum. Partnerships provide opportunities for individuals to play the market--they fail or thrive by their ability to take advantage of the investments made by relevant parties.

How to Develop a Good Parent and Child Relationship: 7 Steps

In my world, if I did that much reading, it would be called research and it would . Gornick for her set of splendid interconnected literary essays on the way love in

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