The parent-teacher cooperation – from the special education class paernts’ perspectives.

• Main Authors: Yi-Ling Kao, 高怡齡
• Other Authors: Li-Hwa Ren
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/87745138007172513134

碩士 === 中原大學 === 教育研究所 === 95 === The research investigated the experience and expectation of the special class parents in parent-teacher cooperation. It concluded the feeling about the child studying in special education class, and the requirement, difficulties, bitter experience about parent-teacher cooperation. The research explored the model and factors of parent-teacher cooperation. The parents’ position their expectation in the cooperation process also be discussed. Seven parents whose children were studying in special education class were invited. Intense participatory interviews and documents collection were used to analyze the related experience and expectation. The main findings were as follows: 1.The feeling of parents about children studying in special education class: 1) the expectation of teaching and family involvement; 2) worry about children’s safety, relationship with classmates, the puberty, limited teaching result and increase of upbringing loading; 3) the extended devotion to their children and high respect for the teachers; 4) the passive feeling of invalid capability of teachers, parents and education process; 5) the powerlessness of burden with family. 2.Demand for cooperation between teachers and parents, experience of difficulty and disappointment: 1) parents’ demand for psychological and physical support from teachers and important other people ; 2) Parents’ major trouble are specialty in professional field, leadership in teachers’ role, and coerce in decision flow ; 3) hard to accept specific teacher’s non-ethic behavior, unfriendly school culture, and improper physical punishment. 3.Purpose, function, approach and content of cooperation between teachers and parents: 1) main purpose is to gain the information, setup security net, raise education effect and capability to earn living, and gain the sense of achievement; 2) function of cooperation between teachers and parents includes positive function and negative effect; 3) content includes health, security, learning, and information exchange; 4) To gain the good feeling and support from teachers, during interaction, parents will use the technique, including disadvantage and understanding manner, indirect expression and aggressive interaction. 4. Factors to influent the cooperation between teachers and parents: 1) parents employment, social and economic status, and sex; 2) time pressure, living loading, supporting system and health status of parents and teachers; 3) cooperation attitude, contact frequency between each other, and children’s learning progress. 5.Process about the power consciousness of parents included the stages of negative self-identity ; willingness to other’s support and challenge ; action of self-impowerment ; share and extensibility of power. 6.Parents’ expect to teacher were: 1) interior concern for the students; 2) respect to the parents; 3) achievement of professional teaching idea; 4) characteristics of charity and devotion. According to the research findings, concrete suggestions were gived to the schools, teachers, parents and related research in the future.