伯克利代写Essay:IPI的区别

2017-07-29 21:32

苏格兰政府表示，学校里的PI与家庭中的PI有区别，并承认，成功的参与取决于家庭和学校之间的有效关系（苏格兰执行官2006；种子，2006）。本文的目的，因此PI的有效推广将采取意味着学校保持度在建立有意义的关系的同时，鼓励父母参与孩子的教育在学校和在家里的成功。占人口，社会经济因素，文化的差异和个性，可能是什么考虑一个学校提升家长的参与可能是另一种有效的。事实上，可以说，实行“一刀切”的做法无异于剥夺儿童被视为个人的权利。个别孩子有个别家长毕竟（Crozier，2001）。然而，本文是基于一个前提，有基本的事项，PI是所有的学校，通常只有初步解决这些基础问题，学校可以促进有效。下面的评论努力洞察上述突出的各种定义和维度的PI，检查两有影响的理论模型，以及探索周围的通信问题。在实践中也会有一些思考来解决这些问题。没有表明上述有关资料的任何文献均被适当忽略。
伯克利代写Essay:IPI的区别
The Scottish Government indicates a distinction between PI at school and PI at home and gives recognition to the fact that successful involvement is dependent on effective relationships between homes and schools (Scottish Executive 2006; SEED, 2006). For the purpose of this paper, the effective promotion of PI will therefore be taken to mean that schools maintain a degree of success in building meaningful relationships with parents whilst encouraging them to become involved in their children's education both at school and at home.Accounting for demographics, socio-economic factors, cultural differences and individuality, what might be considered effective for one school promoting the involvement of parents might not be for another. Indeed it could be said that to apply a 'one size fits all' approach is tantamount to denying children the right to be treated as individuals. Individual children have individual parents after all (Crozier, 2001). However, this review is based on the premise that there are basic matters relating to PI which are common to all schools and it is only by initially addressing such foundational matters that schools can begin to promote it effectively.The following review endeavours to give an insight into the above by highlighting various definitions and dimensions of PI, examining two influential theories and models, as well as exploring some of the issues surrounding communication. Some contemplation will also be given to addressing these issues in practice. Any literature that did not indicate relative information on the above was duly disregarded.

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