This field study report represents an examination of some survey and
workshop techniques used to extend the development of community interest
in three nominated schools, to elicit their perceptions of the educational
responsibilities of the School and to extend the implementation of
those perceptions to the operational classroom level. The report includes
a critique of the techniques of the survey and workshop program; comment
on the nature and quality of survey and workshop results; an interpretation
of results and their implications and some recommendations based
on the findings.
The survey and workshop program achieved the provision of a widely based
body of knowledge regarding parents' and teachers' aims priorities. It
provided the means to measure agreement, and disagreement between teachers
and parents, parents and parents, teachers and teachers. It made possible
the identification of specific areas of disagreement and their extent.
The program identified some shared concerns of parents and teachers; it
also recognised shared perceptions of the school's achievement and provided
a rare opportunity for teachers and parents to work co-operatively
to a better understanding of the complementary roles of home and school.
The data which emerged from the study suggests considerable agreement
between parents and teachers about the direction and extent of the responsibilities
of the school for development of the whole child.
Further, substantial confidence in the school enterprise is expressed
by parents and teachers who took part in the survey. This attitude was confirmed at small-group workshop meetings where parents and
teachers worked co-operatively and constructively toward an understanding
of the complementary roles of school and home in achieving agreed
aims.
The program concluded leaving a feeling that it had helped to establish
a foundation of information and expertise on which schools could continue
to develop a cyclical and organic approach to aims formulation. The
provision of information and experience with strategies for teachers and
parents to work with will encourage and facilitate the interpretation of
aims into operational classroom terms at various levels appropriate to
the education of primary school children.
| Identifer | oai:union.ndltd.org:ADTP/218851 |
| Date | January 1978 |
| Creators | Cooper, Patricia M., n/a |
| Publisher | University of Canberra. Teacher Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Patricia M. Cooper |
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