Home, school and community relationships
Carrington, Suzanne B. (2008) Home, school and community relationships. In Ashman, Adrian & Elkins, John (Eds.) Education for Inclusive and Diversity. Pearson Education Australia, Frenchs Forest, N.S.W., pp. 385-410.
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This chapter will focus on the development of inclusive relationships between homes, schools and communities. Collaboration, team work and good communication have long been recognised as important qualities for teachers and a characteristic of high performing schools. We know that when teachers collaborate and solve problems, they develop new knowledge together that can lead to curriculum reform and transformation of teaching for social change. More recently, schools are described as communities made up of teachers, students, parents, specialist and support staff that are embedded within the culture of the people in the neighbourhood. Business groups and community organisations are often involved in various ways in the life of the school to provide direct support to the students and parents, and to benefit the greater community as a whole. Shared decision making involving members of the school community can empower and transform students’ lives. Communities that value and respect members and provide a safe learning environment for everyone to express their views, build awareness and develop capabilities together are more likely to be inclusive.
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|Item Type:||Book Chapter|
|Additional Information:||For more information about this book please refer to the publisher's website (see link) or contact the author.|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000)|
|Divisions:||Current > Research Centres > Office of Education Research|
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2008 Pearson Education Australia|
|Deposited On:||17 Sep 2008|
|Last Modified:||03 Mar 2011 15:37|
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