Home – School collaboration
Useful reading
Berger, E.H. 1995. Parents as Partners in Education. Families and Schools
Working Together. New Jersey, Merill.
Epstein, J.L. 1995. School/Family/Community Partnerships, Caring for the Children
We Share. Phi Delta Kappan, 76, 9:701-712.
Fullan, M.G with Stiegelbauer, Suzanne. 1991. The New Meaning of Educational
Change (2nd ed.) London, Cassell.
Giangreco, M.F., Cloninger, C., and Iverson, V.S. 1998. Choosing Outcomes
and Accommodations for Children. (COACH): A guide to planning inclusive education.
Baltimore, Paul H. Brookes Publishing CO.
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| CONTENTS |
| Forewords |
| Members of the ETAI team |
| Staff development material |
| Acknowledgements |
| Bibliography |
|
Partners
|
| Part one: A preamble |
| Part two: Conclusions from the four case studies |
| Part three: The handbook for staff development |
Part three: The handbook for staff development
| Introduction |
| Preparation for schooling |
| Objectives
of the chapter |
| Findings from the study |
| Implementation |
| Registration
and preparation time |
| Preparing
the teachers and the school |
| Preparing the child |
| Preparing the parents |
| Preparing
other pupils in the class and their parents |
| Facilities |
| Collaboration
and coordination |
| Activities |
| Equal opportunities |
| Definition
of pupils’ needs |
| Collaborative meetings on preparation for schooling |
| Implementation plan |
| Implementation evaluation |
| Self-evaluation |
| Useful Reading |
| Curricula and individual education plans |
| Objectives
of the Chapter |
| Findings from the study |
| Implementation |
| Responsibility |
| Levels
and characteristics of curricula |
| Participants
in creating IEPs |
| Format
and content of an IEP |
| Activities |
| Parents’
participation in the creation of a curriculum |
| Social
aims within the curriculum |
| Recognising
the aims of an IEP |
| The Wall |
| The Cairn |
| Self-evaluation |
| Forms
for curricula and IEPs |
| Useful Reading |
| Classroom practice |
| Objectives
of the chapter |
| Findings from the Study |
| Implementation |
| Contexts
of inclusive education |
| Classroom
work organisation |
| Pupils’ collaboration |
| Team teaching |
| Activities |
| Inclusive
education contexts |
| Collaborative work |
| Classroom organisation |
| Evaluation
of Changes |
| Reflection
on Classroom Practice |
| Classroom observation charts |
| Useful Reading |
| Collaboration and co-ordination |
| Objectives
of the Chapter |
| Findings from the study |
| Implementation |
| Collaboration
for improvement and change |
| Collaboration of staff |
| Collaboration
with external agents |
| Pupils' Collaboration |
| Co-ordination |
| Activities |
| An
Agenda for Team teaching |
| Pupils' Collaboration |
| Collaboration
with a consultant |
| Co-ordination
of people working with pupils |
| Overseeing tasks |
| How
well did we work together? |
| Useful Reading |
| Pupils’ social interaction |
| Objectives
of the Chapter |
| Findings from the Study |
| Implementation |
| Initiating communication |
| Learning
through co- operation |
| Co-operative learning |
| Celebration and play |
| Social
interaction out of school hours |
| Activities |
| Coming to decisions |
| The
Conflict-Solving Onion |
| Curriculum
planning for social issues |
|
Observing
social |
| Social
interaction of one child |
| Useful reading |
| Home-school collaboration |
| Objectives
of the chapter |
| Findings from the study |
| Implementation |
| Prerequisites
for successful collaboration |
| Objectives
and content |
| Initiatives,
roles, and responsibility |
| Form and frequency |
| Activities |
| What
is important in home-school collaboration? |
| Attitude
towards home school collaboration |
| Expectations
towards home-school collaboration |
| Teachers’
and parents’ self-evaluation |
| The
quality of home school collaboration |
| Useful Reading |
| Evaluation and Reflection |
| Objectives
of the Chapter |
| Findings from the study |
| Implementation |
| Policy-making |
| Internal
and external evaluation |
| Evaluation methods |
| Evaluation processes |
| Activities |
| Definition
of needs at the beginning of a project |
| Evaluation plan |
| Observation study |
| Implementation
of a Stage Evaluation |
|
Reflection
of group |
| Reflection
on Teaching |
| Reflection
on Social interaction |
| Reflection on a lesson |
| Useful Reading |
| Support services |
| Objectives
of the Chapter |
| Findings from the Study |
| Implementation |
| Intervention models |
| Areas of Intervention |
| Forms of Intervention |
| Timing of Intervention |
| Co-ordination
among Support Services |
| Activities |
| Analysing Needs |
| Evaluating
the Intervention of Support Services |
| Clarifying Roles |
| Laying
Down a Problematical Situation. A Working Protocol |
| Useful readings |
| Staff development |
| Objectives
of the chapter |
| Findings from the Study |
| Implementation |
|
Content
of staff |
| Approaches
to staff development |
| Sources
of staff development |
| Resources
and processes |
| Activities |
| Teachers
needs in relation to pupils needs |
| Reflective
session at the end of a day |
| Study groups |
| Pupils’ well being |
| Reflection
on reflection |
| Transfer
of new learning to the classroom |
| Useful Reading |
| Introduction |
| The work process |
| Inclusive Education |
| Research methods |
| Schools in the Study |
| Summary |
| References |
| Introduction |
| Preparation for schooling |
| Curriculum planning |
| Classroom practice |
| Collaboration and co-ordination |
| Pupils’ social interaction |
| Home-school collaboration |
| Evaluation and assessment |
| Support services |
| Staff development |
| Some implications of the ETAI study |
| Introduction |
| Preparation for schooling |
| Curricula and individual education plans |
| Classroom practice |
| Collaboration and co-ordination |
| Pupils’ social interaction |
| Home-school collaboration |
| Evaluation and reflection |
| Support services |
| Staff development |