dc.creator | Delgado Galindo, Pablo | es |
dc.creator | Torres Gordillo, Juan Jesús | es |
dc.creator | Rodríguez Santero, Javier | es |
dc.date.accessioned | 2024-04-24T07:41:23Z | |
dc.date.available | 2024-04-24T07:41:23Z | |
dc.date.issued | 2024 | |
dc.identifier.citation | Delgado Galindo, P., Torres Gordillo, J.J. y Rodríguez Santero, J. (2024). Parent–school-community relationship: a comparative study of highly effective schools and schools with low effectiveness in Andalusia. London Review of Education, 22 (1), 1-14. https://doi.org/10.14324/LRE.22.1.05. | |
dc.identifier.issn | 1474-8479 (electrónico) | es |
dc.identifier.issn | 1474-8460 (impreso) | es |
dc.identifier.uri | https://hdl.handle.net/11441/157066 | |
dc.description.abstract | When studying an educational system, the relationship between school and parents is
one of its most important components. The literature shows that highly effective schools
demonstrate good parent–teacher relationships, while schools with low effectiveness are
generally characterised by a lack of good parent–school linkage. The purpose of the
research carried out in this article was to identify the differences between parent–school
relationships in highly effective and less effective primary schools in the autonomous
community of Andalusia. Twenty-five interviews with members of management teams
from both types of schools were analysed in order to understand the existing school reality.
The results obtained show that parental involvement, parent–school communication, the perceived needs of the parents, the parent–teacher association, the relationships with
entities of the educational community and parental complaints about the school are
all factors that contribute to differentiate parent–school relationships between highly
effective schools and schools with low effectiveness. The conclusions reached reveal
that highly effective school management teams perceive greater involvement of parents
and better parent–teacher association functioning. However, the people in the schools
with low effectiveness highlight the complaints they receive from parents and the needs
they present. | es |
dc.format | application/pdf | es |
dc.format.extent | 14 p. | es |
dc.language.iso | eng | es |
dc.publisher | UCL Press | es |
dc.relation.ispartof | London Review of Education, 22 (1), 1-14. | |
dc.rights | Atribución 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | * |
dc.subject | School-community relationship | es |
dc.subject | Parent–school relationship | es |
dc.subject | Educational efficiency | es |
dc.subject | Educational | es |
dc.title | Parent–school-community relationship: a comparative study of highly effective schools and schools with low effectiveness in Andalusia | es |
dc.type | info:eu-repo/semantics/article | es |
dc.type.version | info:eu-repo/semantics/publishedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Métodos de Investigación y Diagnóstico en Educación | es |
dc.relation.publisherversion | https://doi.org/10.14324/LRE.22.1.05 | es |
dc.identifier.doi | 10.14324/LRE.22.1.05 | es |
dc.journaltitle | London Review of Education | es |
dc.publication.volumen | 22 | es |
dc.publication.issue | 1 | es |
dc.publication.initialPage | 1 | es |
dc.publication.endPage | 14 | es |