Parent–School Relations in England and the USA: Partnership, Problematized
Parent–School Relations in England and the USA: Partnership, Problematized
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英国和美国的家长与学校关系：伙伴关系，问题重重
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
K. Nawrotzki
中科院分区：
文献类型：
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作者：
K. Nawrotzki
在过去的45年里，教育不平等一直是美国和英国国家政策和社会科学研究（主要是按此顺序）的焦点。这两个国家始于20世纪60年代的补偿教育计划标志着政府致力于利用教育消除贫困以及社会科学研究在教育决策中的作用的分水岭（Nawrotzki et al. 2003;银and银1991）。英国和美国的国家教育政策和计划已经开始注重在一般有成绩不良风险的儿童的父母中促进与学业有关的态度和行为，并让教师特别鼓励和支持这些父母在家里和学校的参与。
Over the last 45 years, educational inequality has been a focus of national policy and of social scientific study (mostly in that order) in both the USA and England. The compensatory education programs in both countries beginning in the 1960s marked a watershed in terms of government commitment to using education to fight poverty as well as in the role of social science research in educational policymaking (Nawrotzki et al. 2003; Silver and Silver 1991). National education policies and programs in England and the USA have come to focus on promoting achievement-related attitudes and behaviors among parents of children at risk of underachievement in general and on getting teachers to encourage and support the at-home and at-school involvement of these parents in particular.