Parents and teachers talking in primary schools
Abstract
Contextualisation
The roles of parents and teachers in the education of children remain the focus of much debate and discussion both in the general press and academic literature. Such debates would benefit from evidence derived from clear observational data rather than uncorroborated anecdotal accounts. Little empirical work has been conducted which attends to the individual interactions and interventions which characterize parent and teacher encounters. More specifically, little empirical work has been undertaken which explores parental roles and agency within problematic (or potentially problematic) situations. This area remains largely under-theorised in academic literature.
The roles of parents and teachers in the education of children remain the focus of much debate and discussion both in the general press and academic literature. Such debates would benefit from evidence derived from clear observational data rather than uncorroborated anecdotal accounts. Little empirical work has been conducted which attends to the individual interactions and interventions which characterize parent and teacher encounters. More specifically, little empirical work has been undertaken which explores parental roles and agency within problematic (or potentially problematic) situations. This area remains largely under-theorised in academic literature.
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ISSN 2049-9558
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