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• W65746361 abstract "THERE SEEMS to be an irony about parent in and support for schools. Educators often list parent as one of their top concerns. Parents won't give us the support we need to do a good job. They won't even come to school for parent/teacher conferences, they say. From the parents' point of view, what teachers expect as involvement often looks like an orchestrated series of one-way communication events. Back-to-school nights and school visits usually focus on what a child does well or poorly, and parents are expected to help with homework and bake sales. They might even be asked to respond positively to a suggestion to hire a tutor if the problem is with a high school student who needs help to keep up with a particular course. Questions about teaching styles or classroom practices that might exacerbate a problem or contribute to a solution receive only cursory attention. Back in the mid-1970s the National Committee for Citizens in Education conducted hearings in five cities and four states examining the question Who controls the public schools? More than 190 people met with NCCE's Commission on Education Governance and offered ideas on the operation of public schools, the community infrastructure that supports schools, and the roles of citizen organizations. The hearings were broadcast on local radio stations, and time was set aside for uninvited citizens/parents to appear before the commission in the evening. In a book titled The Open Partnership, Charlotte Ryan, a commission member, described one of the central problems uncovered during the hearings: Professional people [educators] are content with one-way communication. It occurs literally to very few teachers, administrators, or board members that they can learn anything by listening to parents. Looking back on these hearings, we might judge Ryan's conclusions to be too harsh to apply to today's education scene -- especially with many districts and some states moving toward collaborative decision making and the use of site-based councils. But watching and listening to the young parents with whom I work as they struggle with their own children's progress in school sometimes makes me think we are still in the 1970s. In fact, going back to reread testimony that I offered to this commission gives me a vivid sense of deja vu: Parents, in my opinion, want to see their children's education attainment progress each year, not just when they are placed in a building with a good principal or when a whole host of other variables (usually not controlled by the parent) are all met. The frustration of seeing a simple goal, such as reading, be continually pushed just out of the parents' reach while precious time passes and children's attitudes gradually' harden toward school, brings out a level of concern in parents equal to someone causing them physical harm. Seeing the education needs of a child as a parent sees them is not an easy task for professional educators. The gap between how well most educators think they accomplish this feat and how well parents think they accomplish it is much wider than I ever thought. Doing a fast forward to the 1994 in-basket, one could again conclude that time has stood still. The Center for School Change at the University of Minnesota's Hubert H. Humphrey Institute of Public Affairs recently released Training for Parent Partnership: Much More Should Be Done, a report on the extent to which training in parent was a requirement for licensure for teachers and administrators in the 50 states and the District of Columbia. The bottom line: not many states require teachers or administrators to study parent at all or to develop skills in promoting parent involvement. Some of the findings from this study, funded by the Rockefeller Foundation, include: * Only seven states (14%) require principals or central office administrators to study parent or to become proficient in promoting parent involvement. …" @default.
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• W65746361 date "1994-12-01" @default.
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• W65746361 title "Parental Support for Education" @default.
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