Abstract
This article presents the results of a multi-level analysis of parental engagement at 574 Bavarian schools in summer 2004. The analysis is focussed on the school-parent-relationship, including the frequency and the benefit of formal and informal contacts, i.e. teachers' consultation hours, parents' evenings and visiting days for parents as well as letters, phone calls and direct contact to teachers, including accidental conversations between parents and teachers. In addition to that, the possibilities of parental participation and also the offer of parental support for school are analyzed. The article particularly follows the question to what extent also factors at class level (characteristics of organization of schools and classes) and at school level (public or private legal status of the schools, type of school, size of school, specific characteristics of the group of parents and the group of pupils) influence parental conduct and the effectiveness of parental work. Also the job of the parental representation with regard to school and parents is critically reflected.
Published Version
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