Promuovere la relazione scuola-famiglia. Il punto di vista dei dirigenti e dei genitori

Risultato della ricerca: Article

Abstract

In order to build an inclusive school the it is essential to take care of the collaboration with the families, the territory, the school and extra-school operators in a perspective of concrete and meaningful is essential. A positive relationship between family and school is considered a quality school indicator, because it significantly influences pupils’ learning and their well-being. Promoting the culture of participation and creating a school meant as a community becomes a priority goal so as to foster co-responsibility based on the reciprocity between family and school. The qualitative research, here presented, is based on the analysis of the interviews and the analysis of the RAV (internal evaluation school report) carried out in 48 Sicilian schools between January and May 2018. 48 school managers and 228 parents were interviewed in total; the recorded and transcribed interviews were analyzed using specific coding software. The analyzed data highlight the most relevant aspects related to the complicated school-family relationship explored in those schools where the research took place.
Lingua originaleItalian
pagine (da-a)317-340
Numero di pagine24
RivistaPEDAGOGIA OGGI
Volume16
Stato di pubblicazionePublished - 2018

Cita questo

@article{5ed6cb2343c84da48034ef9eed56b9e5,
title = "Promuovere la relazione scuola-famiglia. Il punto di vista dei dirigenti e dei genitori",
abstract = "In order to build an inclusive school the it is essential to take care of the collaboration with the families, the territory, the school and extra-school operators in a perspective of concrete and meaningful is essential. A positive relationship between family and school is considered a quality school indicator, because it significantly influences pupils’ learning and their well-being. Promoting the culture of participation and creating a school meant as a community becomes a priority goal so as to foster co-responsibility based on the reciprocity between family and school. The qualitative research, here presented, is based on the analysis of the interviews and the analysis of the RAV (internal evaluation school report) carried out in 48 Sicilian schools between January and May 2018. 48 school managers and 228 parents were interviewed in total; the recorded and transcribed interviews were analyzed using specific coding software. The analyzed data highlight the most relevant aspects related to the complicated school-family relationship explored in those schools where the research took place.",
author = "Giuseppa Cappuccio and Francesca Pedone",
year = "2018",
language = "Italian",
volume = "16",
pages = "317--340",
journal = "PEDAGOGIA OGGI",
issn = "2611-6561",

}

TY - JOUR

T1 - Promuovere la relazione scuola-famiglia. Il punto di vista dei dirigenti e dei genitori

AU - Cappuccio, Giuseppa

AU - Pedone, Francesca

PY - 2018

Y1 - 2018

N2 - In order to build an inclusive school the it is essential to take care of the collaboration with the families, the territory, the school and extra-school operators in a perspective of concrete and meaningful is essential. A positive relationship between family and school is considered a quality school indicator, because it significantly influences pupils’ learning and their well-being. Promoting the culture of participation and creating a school meant as a community becomes a priority goal so as to foster co-responsibility based on the reciprocity between family and school. The qualitative research, here presented, is based on the analysis of the interviews and the analysis of the RAV (internal evaluation school report) carried out in 48 Sicilian schools between January and May 2018. 48 school managers and 228 parents were interviewed in total; the recorded and transcribed interviews were analyzed using specific coding software. The analyzed data highlight the most relevant aspects related to the complicated school-family relationship explored in those schools where the research took place.

AB - In order to build an inclusive school the it is essential to take care of the collaboration with the families, the territory, the school and extra-school operators in a perspective of concrete and meaningful is essential. A positive relationship between family and school is considered a quality school indicator, because it significantly influences pupils’ learning and their well-being. Promoting the culture of participation and creating a school meant as a community becomes a priority goal so as to foster co-responsibility based on the reciprocity between family and school. The qualitative research, here presented, is based on the analysis of the interviews and the analysis of the RAV (internal evaluation school report) carried out in 48 Sicilian schools between January and May 2018. 48 school managers and 228 parents were interviewed in total; the recorded and transcribed interviews were analyzed using specific coding software. The analyzed data highlight the most relevant aspects related to the complicated school-family relationship explored in those schools where the research took place.

UR - http://hdl.handle.net/10447/338595

UR - http://ojs.pensamultimedia.it/index.php/siped

M3 - Article

VL - 16

SP - 317

EP - 340

JO - PEDAGOGIA OGGI

JF - PEDAGOGIA OGGI

SN - 2611-6561

ER -