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Tensions in Home–School Partnerships: The Different Perspectives of Teachers and Parents of Students With Learning Barriers

Published online by Cambridge University Press:  02 November 2012

Penelope Ludicke  and
Wendy Kortman
Penelope Ludicke*
Affiliation:
Deakin University, Australia
Wendy Kortman
Affiliation:
Deakin University, Australia
*
Correspondence: Penelope Ludicke, 9 Benjamin Street, Trevallyn, Launceston, Tas. 7250, Australia. E-mail: pludicke@utas.edu.au
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Abstract

This paper presents the findings of a qualitative study of learning partnerships between teachers and parents of students with learning barriers. The aim was to investigate the beliefs and understandings of parents and teacher participants around roles in partnerships, so as to identify operational processes that support effective collaboration. The study was based on the premise that home–school partnerships have been established as a positive influence on the education of students with learning barriers but tensions exist within these partnerships in practice. In the study it was posited that some tensions stemmed from differences in role understandings between parent and teacher. Data revealed key themes emerging from the case studies. Findings indicated that parents and teachers believed that involvement and partnerships are integral to supporting the learning of students with learning barriers. However, differences emerged as to how teachers and parents constructed and interpreted involvement and operational processes supporting partnerships, and the significance each group placed on different aspects of collaboration between parent and teacher.

Keywords

home–school partnershipslearning barrierstensionsperspectives
Type
Articles
Information
Australasian Journal of Special Education , Volume 36 , Issue 2 , December 2012 , pp. 155 - 171
Copyright
Copyright © The Authors 2012

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