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作者

来源

EDUCATION AND URBAN SOCIETY,Vol.51,Issue6,P.756-784

语言

英文

关键字

schools; students; school improvement; welcoming practices; parents; 1ST IMPRESSIONS; ACADEMIC-ACHIEVEMENT; UNDERSTANDING SCHOOL; EMOTIONAL CONTAGION; INVOLVEMENT; CLIMATE; PERCEPTIONS; TEACHERS; SERVICE; VICTIMIZATION

作者单位

[Siegel, Alana; Benbenishty, Rami] Bar Ilan Univ, Sch Social Work, IL-52900 Ramat Gan, Israel. [Esqueda, Monica] Univ Calif Davis, Ctr Educ Effectiveness, Davis, CA 95616 USA. [Berkowitz, Ruth] Univ Haifa, Sch Social Work, Haifa, Israel. [Sullivan, Katherine] Univ Southern Calif, Suzanne Dworak Peck Sch Social Work, Los Angeles, CA USA. [Astor, Ron Avi] Univ Southern Calif, Los Angeles, CA USA. Siegel, A (reprint author), Bar Ilan Univ, Sch Social Work, IL-52900 Ramat Gan, Israel. E-Mail: alanarsiegel@gmail.com

摘要

While researchers acknowledge the importance of parents feeling welcomed and engaged in their child's school, the school's welcoming practices to engage parents have been rarely explored. Parents' qualitative responses provide insight into what impacts their initial and ongoing experience of being welcomed into their child's new school. In total, 1,020 and 191 parents and/or legal guardians of students enrolled in Grades pre-K through 12 across five California school districts answered first and second open-ended qualitative questions, respectively. Findings are categorized into three separate themes. Schools play a vital role for the entire family when transitioning into a new community. Parents expressed the desire to serve as important partners for the school in creating positive outcomes for the students, classrooms, and the school as a whole.