The results of the initial diagnosis of parents’ readiness for a social and educational partnership with a rural school considering features of modern parents

Описана проблема формирования готовности родителей к социально-образовательному партнерству с сельской школой. Подчеркнута актуальность исследования готовности сельских родителей к социально-образовательному партнерству, его значение на уровне государственной политики и общества. Обоснован выбор критериально-диагностического аппарата для проведения начальной диагностики на этапе констатирующего этапа эксперимента, который представлен критериями, показателями и методиками. Представлены результаты диагностики участников констатирующего этапа эксперимента: контрольная группа – родители школьников МБОУ «Верх-Катунская средняя общеобразовательная школа» и МБОУ «Малоугреневская средняя общеобразовательная школа»; экспериментальная группа – родители школьников МБОУ «Сростинская средняя общеобразовательная школа им. В.М. Шукшина» и МБОУ «Лесная средняя общеобразовательная школа» (Бийский район, Алтайский край). Проведенный анализ помог выявить уровень сформированности готовности родителей к социально-образовательному партнерству на начальном этапе эксперимента и приступить к реализации формирующего этапа. Авторы отмечают значение социально-образовательного партнерства как главного ресурса взаимодействия между современными родителями и сельской школой, учитывая при этом внутренние и внешние факторы, влияющие на партнерские отношения между субъектами образовательных отношений. The problem of formation of parents' readiness for social and educational partnership with a rural school is described. The relevance of the study of rural parents' readiness for social and educational partnership, its importance at the level of state policy and society is emphasized. The choice of a criterion-diagnostic apparatus for conducting initial diagnostics at the stage of the ascertaining stage of the experiment, which is represented by criteria, indicators and methods, is justified. The results of diagnostics of the participants in the initial stage of the experiment are presented: control group - parents of schoolchildren of "Verkh-Katunskaya secondary school" and "Malougrenevskaya secondary school"; experimental group - parents of schoolchildren of "Shukshin Srostki secondary school" and "Lesnaya secondary school" (Biysk region, Altai Territory). The analysis helped to identify the level of parents' readiness for social and educational partnership at the initial stage of the experiment and to begin the implementation of the formative stage. The author notes the importance of social and educational partnership as the main resource of interaction between the modern parents and the rural school, taking into consideration internal and external factors affecting the partnership relationship.

Family and Kindergarten - the Partnership for Education

This paper presents both theoretical and practical aspects of the significance of this kindergarten-family partnership with the mission to inform both teachers and parents about the importance of collaboration and to offer some suggestions by which we can make the communication between these two parts. The main objective underlying this paper is to study in detail the partnership between kindergarten and family and to analyze the reasons why this partnership is not fully realized in order to facilitate better communication between these two parties. The paper is structured in 3 chapters as follows: In the first chapter, called "The family environment and its educational value", the paper deals with topics such as: family - a polysematic concept, family functions and educational styles in the family. In these second chapter, called "Kindergarten-family relationship, active and efficient partners in early education", the paper focuses on: the concept of educational partnership, collaboration between family and kindergarten - guarantee of school success, the opportunity of the educational partnership family-kindergarten, implementation of the family-kindergarten partnership and the importance of the kindergarten-family partnership in the formation and development of the personality of the preschool child. In the third chapter, which is the case study, “Comparison between the urban and rural areas, regarding the kindergarten-family partnership problem”, the paper focuses on the level of involvement of parents and teachers in the issue of their involvement in the education of children. I will also analyze the difference between rural and urban areas regarding the problem of partnership and the involvement of parents and educators. The family must always be involved in the education of the child at home and at school. The partnership between family and kindergarten represents a strong collaborative relationship, with the help of which we work in a team to establish the best methods of collaboration and education for the child. The kindergarten helps the child to develop psychically, physically and intellectually, leaving him with a bag of information that will help him in the future. Many may ask this question "What role does the family play in this process?". Well, the family gives the child the seven years at home, which are extremely important. Without the seven years at home, the educator cannot function as well as he or she would like. Without the help and involvement of the family in the relationship with the kindergarten, this process we call Partnership, would not exist. Also, in performing the processing and interpretation of the data from this research, the statistical method was used. After centralizing all the answers, I found the following facts: Parents are selective when it comes to their involvement in different activities within the kindergarten. The parents together with the teachers appreciate the importance of the partnership. In both urban and rural areas, we can say that there is openness and transparency when it comes to this partnership and between parents and teachers do not find communication problems.

Using Trade Union Banners for Education: The Case of the 1938 ‘Red’ Follonsby Miners’ Banner

This article considers the use of trade union banners as tools for mainstream education in the context of the recent reclamation, recuperation, and rearticulation of industrial heritage taking place in localities in the former Durham coalfield, north-east England. It does so by focusing on the educational work undertaken by the Follonsby Miner’s Banner Association in partnership with a local primary school. It is divided into four substantive sections. The first locates our approach theoretically, primarily in the rich pedagogical literature, while the second briefly contextualizes the Association and the school. Drawing on semi-structured interviews with teachers and activists, it offers a chronology of a project that, catalysed by the replica Follonsby miners’ banner, developed spontaneously in several exciting directions. These included the school developing its own miners’-style banner, unveiled by the late Tony Benn, who featured on it. The third section offers some wider observations about the educational partnership and then considers the specific challenges that the Follonsby banner’s iconography posed in terms of teaching and how these were overcome. Finally, we discuss legacies and lessons, arguing that the wider impacts of the project went far beyond the specific learning experience they offered the children involved.

LIFELONG LEARNING AS A PRIORITY OF DEVELOPMENT OF EUROPEAN EDUCATIONAL PARTNERSHIP

The article explores the phenomenon of lifelong learning as one of the key priorities for the development of a European educational partnership. The importance of lifelong learning as a recognized theory and practice of the concept, which is the benchmark of broad modernization processes in the European Higher Education Area, is demonstrated. The main interrelated areas of action (defining strategic priorities for development, outlining key competencies of lifelong learning, identifying forms of lifelong learning, funding and investment efficiency) are considered.The potential of lifelong learning a mechanism for promoting social stability and cultural convergence at the beginning of the third millennium is conceptualized. Productive links between lifelong learning and the processes of building a knowledge economy have been demonstrated. The methodological basis of the study was the analysis of the European Commission’s educational policy (conceptual, regulatory and programmatic documents) in the field of lifelong learning. The results obtained in the study may be useful to both domestic researchers and practitioners in the field of public administration of higher education, university staff, involved in international cooperation.

Satisfaction With the Collaboration Between Families and Schools – The Parent’s View

Families and schools are two of the central living environments of children. Their collaboration is therefore seen as an important factor in education, having a high impact on learning outcomes, motivation, and children’s health. Nevertheless, current research also shows potential tensions in the educational partnership of families and schools, as different opinions and expectations about goals, competences and roles in education can result in conflicts. Based on a nationwide survey of Swiss parents who assessed the school situation of their children (N = 1275), this study examined parent’s experiences, needs and expectations regarding collaboration with schools, with a focus on important issues such as involvement in educational decisions, inclusion, and health. Results show a generally high level of satisfaction among parents, which is particularly related to the emotional well-being of their children at school, the quality of collaboration, and the trust in schools and teachers, both for parents of children with and without special educational needs (SEN). Nevertheless, involvement in educational decisions is perceived as rather marginal. Furthermore, the results indicate that parents of children with SEN are less confident about their children’s future. They are also less optimistic about their children’s academic self-concept and slightly more dissatisfied with their children’s school. Parents’ attitudes toward inclusion showed a wide range of opinions: on the one hand, inclusion is seen positively in terms of developing students’ social skills or promoting a more inclusive society. On the other hand, however, the resources of the school and the skills of the teachers were sometimes considered as insufficient. Our findings provide important insights regarding the further development of the educational partnership between schools and families. Good collaboration between schools and families can create an environment that promotes students’ emotional well-being as well as their academic skills. The positive impact of this partnership has been demonstrated in numerous studies and contributes to the implementation of an inclusive healthy school.

Appreciative inquiry's potential in program evaluation and research

PurposeThe purposes of this paper are to provide a description of AI and to document and compare two applications of AI, one in program evaluation and another in an applied research study.Design/methodology/approachFocus groups, interviews and observations were used to gather rich qualitative data which was used to detail Appreciative Inquiry's value in evaluation and research.FindingsAI aided the researcher in connecting with the participants and valuing what they shared. In both studies, the use of AI amassed information that answered the research questions, provided a rich description of the context and findings, and led to data saturation. The authors describe and compare experiences with two applications of AI: program evaluation and a research study. This paper contributes further understanding of the use of AI in public education institutions. The researchers also explore the efficacy of using AI in qualitative research and recommend its use for multiple purposes.Research limitations/implicationsLimitations occurred in the AI-Design Stage by using a positive viewpoint and because both program and partnership studied were new with limited data to use for designing a better future. So, the authors recommend a revisit of both studies through the same 4D Model.Practical implicationsThis manuscript shows that AI is useful for evaluation and research. It amplifies the participants' voices through favorite stories and successes. AI has many undiscovered uses.Social implicationsThrough the use of AI the authors can: improve theoretical perspectives; conduct research that yields more authentic data; enable participants to deeply reflect on their practice and feel empowered; and ultimately impact and improve the world.Originality/valueAI is presented as an evaluation tool for a high-school program and as a research approach identifying strengths and perceptions of an educational partnership. In both studies, AI crumbled the walls that are often erected by interviewees when expecting to justify or defend decisions and actions. This paper contributes further understanding of the use of AI in public education institutions.

Educational partnership in the system of general secondary education: theory and methodology

The monograph considers the theoretical and methodological principles of educational partnership in the system of general secondary education.