A study on family-school cooperation based on an analysis of school documentation

Abstract

Family-school cooperation is a very complex process that can be studied at different levels in a number of different ways. This study has covered only some aspects of cooperation between parents and teachers, based on school documentation of a Belgrade elementary school. The study covered analyses of 60 Attendance Registers pertaining to 60 classes with 1289 students from Grade 1 through Grade 8 during an academic year. The unit of analysis included: parents attendance at PTA meetings and individual meetings between parents and teachers. In addition to the frequency of parents’ visits to school, the relationship between such registered parents' visits and overall academic performance, grades in conduct, excused and unexcused absence from classes were also considered. The research findings indicated interference between development factors (attitude change in parent-child relationship and growing-up) and parents’ informal "theory of critical grades" i.e. transitional processes in schooling. The findings confirmed that parents’ individual visits to school were mainly meant to offer an excuse for the student’s absence from school, while attendance at PTA meetings was linked to poor grades in conduct and missed classes (both excused and unexcused). The findings also showed that parents pursued visiting strategies which were pragmatic, less time-consuming and less emotionally draining ones. The closing part refers to discussions on practical use of the study and possible further research. .

Saradnja škole i porodice je složen proces i tema koju je moguće sagledati na različitim nivoima i na različite načine. U ovom radu istražili smo neke aspekte saradnje roditelja i učitelja/nastavnika koristeći školsku dokumentaciju jedne beogradske osnovne škole. Uzorak za analizu obuhvatio je 60 školskih dnevnika koji su sadržali podatke za period jedne školske godine za 60 odeljenja sa 1.289 učenika od prvog do osmog razreda. Jedinice analiziranih sadržaja bili su: prisustvo roditeljskim sastancima i individualni susreti roditelja i nastavnika. Pored učestalosti dolazaka roditelja, u radu je razmatran i odnos između ovako registrovanih dolazaka roditelja i školskog uspeha, ocena iz vladanja, opravdanih i neopravdanih izostanaka učenika. Rezultati istraživanja ukazuju da postoji interferencija razvojnih faktora (promena prirode odnosa roditelja i dece i proces osamostaljivanja) i roditeljske neformalne "teorije kriznih razreda", odnosno tranzicionih perioda u procesu školovanja. Rezultati dokumentuju da su individualni dolasci roditelja pre svega u funkciji opravdavanja izostanaka, a dolasci na roditeljske sastanke povezani sa ocenom iz vladanja i brojem izostanaka (opravdanih i neopravdanih). Takođe, rezultati pokazuju da roditelji prave strategije dolazaka koje su pragmatične i vremenski i emocionalno ekonomične. U završnom delu rada dobijeni rezultati su prodiskutovani u svetlu mogućnosti njihove primene i daljih istraživanja. .