Готові списки джерел за темами / Parent teacher collaboration

Добірка наукової літератури з теми "Parent teacher collaboration"

Автор: Grafiati

Опубліковано: 19 червня 2021

Оновлено: 26 січня 2023

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Статті в журналах з теми "Parent teacher collaboration":

Bang, Yoo-Seon. "Parents' Perspectives on How Their Behaviors Impede Parent–Teacher Collaboration." Social Behavior and Personality: an international journal 46, no. 11 (November 6, 2018): 1787–99. http://dx.doi.org/10.2224/sbp.7270.

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I recruited a sample of 5 Korean parents to qualitatively explore their perceptions of how their behaviors might impede parent–teacher collaborations, and the reasons that parents behaved in those ways. Individual interviews and field observations were used for data collection. Results showed that being passive, unreasonably demanding, and going directly to a director to protest were considered to hinder parent–teacher collaborations. I also revealed that there is a perceptional gap and limited understanding between teachers and parents regarding the types of behavior needed for effective collaboration. Thus, both parties should develop an understanding based on their views and experiences, which necessitates more opportunities to communicate with frankness and authenticity. This should be the first step in developing parent–teacher collaboration so that both parties are able to reduce misunderstanding, develop mutual consideration, and establish a foundation of trust for their partnership.

Harpaz, Gal, and Yael Grinshtain. "Parent–Teacher Relations, Parental Self-Efficacy, and Parents’ Help-Seeking From Teachers About Children’s Learning and Socio-Emotional Problems." Education and Urban Society 52, no. 9 (April 13, 2020): 1397–416. http://dx.doi.org/10.1177/0013124520915597.

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In light of the backdrop of change processes within the education system in recent years, including the enlarging of school boundaries and parents’ increasing involvement in school life, this study aspired to understand how parents perceive parent–teacher relations alongside their self-efficacy as influencing their help-seeking from teachers in two main dimensions: learning and socio-emotional. Using the quantitative method, 192 Israeli parents answered a questionnaire measuring parent–teacher relations, parental self-efficacy, help-seeking orientation from teachers, and socio-economic status. Regression analysis found that help-seeking in the socio-emotional dimension was mainly influenced by collaborative relations and by parents’ high self-efficacy. Help-seeking in the learning dimension was mainly (but not only) influenced by parents’ socio-economic status. In addition, positive significant correlations were found between parent–teacher collaborative relations and autonomic help-seeking from teachers by parents dealing with both learning and socio-emotional aspects. Negative significant correlation was found between collaborative parent–teacher relations and parents’ avoidance of help-seeking from teachers. The results highlight the importance of teacher–parent collaboration and illuminate the factors influencing parents to ask for help from teachers, in different dimensions.

MWIRICHIA, SEVERINA MUKOKINYA, NEPHAT J. KATHURI, and JOHN G. MARIENE. "Leadership and Its Structure in Enhancing Head Teacher-Parent Collaboration for The Improvement of Inclusive Education in Regular Public Primary Schools in Meru County." International Journal for Innovation Education and Research 5, no. 4 (April 30, 2017): 50–57. http://dx.doi.org/10.31686/ijier.vol5.iss4.655.

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This is a part of a larger study that set out to investigate information on head teacher-parent collaboration for the improvement of inclusive education in regular public primary schools in Meru County. The study examined leadership and its structure in enhancing head teacher-parent collaboration for the improvement of inclusive education in regular public primary schools in Meru County, Kenya. The objective of the study was to examine leadership and its structure in enhancing head teacher-parent collaboration for the improvement of inclusive education. The study was to inform education policy makers, who were expected to use the study results to evaluate the current policies on inclusive education and formulate appropriate policies for promoting head teacher-parent collaboration for the improvement of inclusive education. The study employed qualitative research design. The target population was 97 head teachers, 136 teachers and 2040 parents. Twenty four participants were selected to participate in the study. Purposeful sampling was used, to select the respondents from the target population. The study used interview schedules and focus group discussion guides. The study employed qualitative methods and techniques of collecting and analyzing the data. The findings of the study were presented using narratives and themes. It was found that leadership influenced head teacher-parent collaboration for the improvement of inclusive education. Leadership and its structure enhanced school harmony, a situation that improved head teacher-parent collaboration for the improvement of inclusive education. It was recommended that, the government should appoint head teachers who are positive about inclusive education and with the ability to work together with all parents for the improvement of schooling for all learners in regular classes.

Strassfeld, Natasha M. "Preparing Pre-Service Special Education Teachers to Facilitate Parent Involvement, Knowledge, and Advocacy: Considerations for Curriculum." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 4 (October 29, 2018): 283–96. http://dx.doi.org/10.1177/0888406418806643.

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More than 40 years after passage of the Individuals with Disabilities Education Act (IDEA), some special education teacher preparation programs offer limited coursework on parent involvement, advocacy, or home–school collaboration. For pre-service special education teachers and/or novice special education teachers working with students with disabilities and their parents in practice, prior parent involvement coursework often enhances knowledge and abilities to provide resources, advocacy support, and insight. Yet, for this to occur in practice, special education teacher preparation program faculty should continue to consider how curriculum that instructs and provides resources regarding home–school collaboration, advocacy, conflict resolution, and federal legislation and programmatic support can enhance parent involvement. Therefore, this article examines IDEA parent involvement provisions, IDEA-mandated and federally funded conflict resolution options, and Parent Training and Information Centers that provide parents resources and support. Also, this article offers suggestions for teacher preparation faculty developing or refining parent involvement curricula.

Ludicke, Penelope, and Wendy Kortman. "Tensions in Home–School Partnerships: The Different Perspectives of Teachers and Parents of Students With Learning Barriers." Australasian Journal of Special Education 36, no. 2 (November 2, 2012): 155–71. http://dx.doi.org/10.1017/jse.2012.13.

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This paper presents the findings of a qualitative study of learning partnerships between teachers and parents of students with learning barriers. The aim was to investigate the beliefs and understandings of parents and teacher participants around roles in partnerships, so as to identify operational processes that support effective collaboration. The study was based on the premise that home–school partnerships have been established as a positive influence on the education of students with learning barriers but tensions exist within these partnerships in practice. In the study it was posited that some tensions stemmed from differences in role understandings between parent and teacher. Data revealed key themes emerging from the case studies. Findings indicated that parents and teachers believed that involvement and partnerships are integral to supporting the learning of students with learning barriers. However, differences emerged as to how teachers and parents constructed and interpreted involvement and operational processes supporting partnerships, and the significance each group placed on different aspects of collaboration between parent and teacher.

Kirmaci, Mehtap, Martha Allexsaht-Snider, and Cory A. Buxton. "Teachers’ Experiences with Spanish-Speaking, Bilingual Families in a Science Learning Context: Empowering Teachers through Home-School Partnerships." Journal of Family Diversity in Education 3, no. 1 (May 17, 2018): 23–47. http://dx.doi.org/10.53956/jfde.2018.113.

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Teacher-parent collaboration can play a critical role in promoting minoritized students’ post-secondary education attendance and academic success. Although teachers are tasked with initiating a trusting collaboration with parents, few research studies focus on teachers’ learning through working with diverse families. Informed by Nieto’s notion of highly qualified teachers, we offer insights into the lived experiences of secondary science teachers who engaged with Latino parents in their children’s science learning in the context of bilingual family science workshops. Analysis of in-depth interviews with four teachers and participant observation field notes from the workshops highlight the potential for designing new professional development opportunities to support secondary teachers in collaborating with parents from a wide range of cultural, ethnic, socioeconomic and linguistic backgrounds.

Šilėnienė, Birutė, and Asta Širiakovienė. "PRADINIŲ KLASIŲ MOKYTOJŲ IR MOKINIŲ TĖVŲ POŽIŪRIS Į TARPUSAVIO BENDRADARBIAVIMĄ [THE POINT OF VIEW OF PRIMARY CLASS TEACHERS AND PARENTS FOR COLLABORATION]." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 10, no. 1 (June 25, 2018): 8–26. http://dx.doi.org/10.48127/spvk-epmq/18.10.08.

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The problem of collaboration between teachers and parents is not new. However, every time period brings new aspects. This article examines the attitudes of primary school teachers and parents towards collaboration in primary school. In the current society, cooperation is very significant, covering various spheres of life, as well as educational institutions. The effectiveness of an educational institution's activities depends on the involvement of parents in its activities, and one of the main goals of the school is to encourage parental involvement in the activities of the school community. The population of the research carried out primary school teachers working in Siauliai city and district schools and pupils’ parents. During the study, 52 primary school teachers and 148 primary school pupils’ parents were interviewed. The study combines quantitative and qualitative methods (questionnaire with closed and open questions). An analysis of the research data has highlighted the following: both groups of respondents acknowledge the importance of collaboration, indicate successful cooperation conditions, but evaluation of it is slightly different. Both teachers and parents have made a number of rational proposals for improving co-operation. The proposals presented by them revealed a partial mismatch between the opinions of the two groups of respondents. Teachers emphasized the need for a teacher, parent and reciprocal efforts to reduce workload. According to parents, collaboration could be improved by deliberately choosing various forms of cooperation, mutual efforts, improving the quality of teacher-parent relationships, understanding parenting responsibilities, reducing workload. Keywords: collaboration between teachers and parents, primary school teachers, learners’ parents, primary school.

Shin, HaeJin. "Educational Community-Based Teacher-Parent Collaboration: Focused on Parent Involvement." Association for Studies in Parents and Guardians 7, no. 3 (July 31, 2020): 1–18. http://dx.doi.org/10.56034/kjpg.2020.7.3.1.

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Dor, Asnat. "The Individualized Education Program: Do Teachers and Parents Collaborate?" Educational Practice and Theory 44, no. 2 (November 1, 2022): 45–54. http://dx.doi.org/10.7459/ept/44.2.05.

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BackgroundIn an Individual Educational Program (IEP), the objectives of children with special needs are defined, to help educators pinpoint these children’s educational goals. Noting the importance of teacher-parent collaboration, the current research was designed to deepen our understanding regarding the way teachers experience working with parents in planning the IEP. Method: Semi-structured interviews (18 teachers) using a three-question research protocol, later thematically analyzed. Findings: teachers value parents’ input, however acknowledge difficulties relating to parents’ potential under- or over-Involvement. DiscussionDifficulties mentioned by teachers, possibly explain the obstacles they experience in their collaboration with parents during the IEP planning and implementation.

Steiner, Lilly, and Christina Cassano. "An Intervention to Support Teachers in Building on Children’s Home Literacy Backgrounds." Journal of Family Diversity in Education 2, no. 3 (April 11, 2017): 19–40. http://dx.doi.org/10.53956/jfde.2017.98.

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This study examines the results of a family literacy intervention to teach teachers to build on families’ home literacy practices. A quasi-experimental design was used to study effects on: (1) the use of home-based literacy practices at school; (2) teachers’ beliefs about the family's role in children's literacy development; and (4) first-graders’ literacy achievement. The study was conducted in two first-grade classrooms with culturally diverse student populations. In the treatment classroom, the teacher learned practices for building home-school partnerships. This teacher incorporated specific opportunities to involve parents in children’s literacy learning that led to an increase in parent-teacher collaboration. A combination of teacher and parent participation in the intervention resulted in statistically significant differences in students’ scores on the Concepts About Print (CAP) assessment compared to students in the control classroom. This study is small; yet, it provides a timely and relevant model to promote parent involvement, which is particularly important given the renewed emphasis on building effective home-school partnerships.

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Дисертації з теми "Parent teacher collaboration":

McCubbins, Jennifer Lynn. "Transition into Kindergarten: A Collaboration of Family and Educational Perspectives." Thesis, Virginia Tech, 2004. http://hdl.handle.net/10919/9894.

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In recent years, research has focused on children's transitions from preschool into kindergarten. Parents, teachers, and schools recognize the importance of the transition from preschool into kindergarten and its possible influence on children's adjustment and long term school success. However, as the philosophies and policies of kindergarten have emerged and evolved, so have the views of parents and teachers regarding children entering kindergarten. Research shows parents and teachers have conflicting views regarding the expectations for children in kindergarten. While the quality of a child's transition to kindergarten is an individual experience, there are some universal factors of influence in any transition. These factors include communication among teachers and parents and establishment of relationships among the three protagonists: child, parent, and teacher. Throughout this thesis, I present data that examines the expectations and concerns for the children entering kindergarten from a parent and educational perspective. I also provide transition activities practiced in the home and school environment. The most important aspect of the transition process involves focusing on the relationships between child and teacher, parents and teacher, child and peers, and child and parent. I include parent and educational perspectives of these relationships and relate how these relationships enhance children's transition into kindergarten.
Master of Science

Vargas, Piel Marie. "Parent-teacher home response learning journals to foster collaboration in children's literacy development." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1762.

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The purpose of this study was to connect English language learning (ELL) student's school life with their home life. Proposition 227, which prohibited the use of Spanish in the classrooms, has made it difficult to make the home-school connection. Research shows that parents play a vital role in the education of their children but Proosition 227 severely restricted Spanish speaking parents' participation in their child's education. This study demonstrates how the use of home response learning journals empowered parents to participate in their children's literacy and biliteracy development.

Leung, Ho-ping. "On the road to collaboration : a case study of home-school relationship in a local secondary school /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18876675.

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Alijaj, Selma. "Att synkas med varandra : En undersökning av föräldrars erfarenhet av mötet med förskolan: institution, relation och fostran." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45826.

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The purpose of this study is to explore the different ways parents experience meetings with the preschool and the relationships between themselves and the preschool staff. The purpose is also to explore parents’ views of the shared responsibilities of the children’s formation at home and in preschool. To research this, a qualitative approach with interviews and an interpretative phenomenological analysis method, is applied in order to arrive at a more profound understanding of how the shared responsibility in formation is experienced by the parents. This approach is chosen to get an in-depth understanding of the parents’ understandings and experiences. The theoretical framework applied is Urie Bronfenbrenner’s theory of ecological development, chosen for its’s ability to explore different levels of a person’s encounters with a particular environment. The results highlight the complexity of parents’ interactions with the preschool as an organization. Parents have concerns with what happens at an organizational level, which reflects on the staff, and ultimately on the everyday environment of the children. Furthermore, the study shows that a good relationship between parents and preschool staff, and how this relationship is experienced by parents, are affected by aspects such as stability and an understanding of each other. In the area of child development, parents regard children’s formation as their responsibility, while the formation and socialization that occurs in preschools are group oriented and focused on learning. From the parent’s perspective, the formation that teachers contribute to and work with in a preschool environment are focused on democratic values such as being a good friend, not fighting with each other, help each other and show empathy towards one another. In considering the organizational aspects of preschools, the communication levels between staff and parents have been limited due to the current pandemic, which has had an effect on parent-teacher relationships. The study highlights a need for further understanding and a more developed communication approach between parents, teachers, and management, as well as organizational transparency in an effort to increase parents’ understanding of the aims and works of preschool.

Leung, Ho-ping, and 梁浩平. "On the road to collaboration: a case study ofhome-school relationship in a local secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959568.

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Lam, Shui-ying, and 林瑞英. "A study of home-school links and parent-school collaboration in Hong Kong kindergartens." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961356.

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Charles, Jean-Gresset. "African American Ninth-Grade Students' Engagement and Learning in Mathematics| A Case Study of Parent-Teacher Collaboration." Thesis, Northcentral University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261858.

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African American students continued to underachieve in STEM academics and remained underrepresented among college students majoring in STEM fields and the STEM workforce. This underperformance had negative consequences in that these students likely did not have adequate STEM subject knowledge and skills, especially in mathematics, to compete in the 21st-century workforce. Hence, African American parents and teachers may need to collaborate more frequently to facilitate African America students’ engagement and learning in mathematics. The collaboration between parents and teachers had been documented as a strong predictor of African American student academic achievement, including African American achievement in STEM subject areas. The purpose of this qualitative, case study was to explore and to describe why African American parents and high school teachers did not frequently collaborate to facilitate student engagement to learn mathematics. Two semi-structured interview guides designed for parents and teachers were used to ensure that the interviews were focused and covered the same questions for each participant. The participants for this case study were two math supervisors, six ninth-grade mathematics teachers, and three parents of African American students in a large northern New Jersey school district. It was found that ninth-grade math teacher participants (100%) perceived that they fostered parent-teacher collaboration to facilitate African American students’ engagement to learn mathematics. African American parent participants (100%) perceived that they involved in their children education at home, but the conflict between their work schedule and the district scheduled parent-teacher conferences prevented them from collaborating frequently with teachers. African American parent participants (100%) believed that caring teachers contributed to develop their willingness to collaborate with teachers to motivate their children to be engaged to learn mathematics. Recommendations for future research include investigating how caring teachers contributed to develop the willingness of African American parents to collaborate with teachers.

Faust-Horn, Kristina L. "Parent and teacher perceptions of the relationship between home-school collaboration and student success in the classroom." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003fausthornk.pdf.

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Wayland, Leigh Ann Louise. "Treatment of children with problem behaviors : the efficacy of conjoint behavioral consultation versus videotape therapy and the impact on parent-teacher collaboration." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38096.

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The purpose of the present study was to compare the effectiveness of three indirect models of service delivery in treating children with externalizing and internalizing behavior problems: the highly individualized behavioral consultation model (CBC); minimal consultation with videotape therapy (GVT); and self-administered videotape therapy only (VT). This study also sought to ascertain whether parent and teacher consultation increases parental involvement in their children's education. Specifically, the relationship between perceived self-efficacy and mothers' involvement in their children's education was examined. Thirty-five preschool and elementary school children, their mothers, and teachers were assigned to one of the three treatment conditions. An A-B repeated measures group research design was used to analyze the effectiveness of consultation. Outcome variables included mothers' and teachers' direct observation of target behavior, their ratings of social skills, internalizing, externalizing, and general problem behaviors, and an observational measure of child deviance behaviors and parenting skills. Results indicated that children's target behaviors improved from baseline to treatment in all three treatment conditions. Overall, children's social skills increased and behavior problems decreased over the course of treatment. Pretreatment and posttreatment self-efficacy was assessed via rating scales. Although results suggest that parent and teacher self-efficacy did not change as a result of treatment, self-efficacy ratings were associated with more hours of mother involvement in educational activities per week. These results are discussed in light of their practical and theoretical implications.

Ortiz, Maximiliano. "Fritidshemmets pedagoger i utvecklingssamtalet : En fenomenografisk studie av pedagogers uppfattningar av meningsfullt deltagande." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30000.

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Denna kvalitativa studie undersöker, utifrån ett fenomenografiskt perspektiv, fritidshemspedagogers uppfattningar av utvecklingssamtal. Studien undersöker de variationer som finns bland pedagogernas uppfattningar av meningsfullheten de tillskriver sitt deltagande. Verksamma pedagoger på fritidshem i Storstockholm intervjuades och det insamlade materialet kategoriserades och analyserades enligt den fenomenografiska analysmetoden. Resultatet visade att pedagogerna såg sitt deltagande i utvecklingssamtalet som meningsfullt framförallt för att få ge sin bild av elevers sociala utveckling. Detta beskrevs genomgående som fritidshemmets viktigaste uppdrag. Variationer framkom vid flertalet kategorier. Samverkan och samarbetet, eller frånvaro därav, med klassläraren i anslutning till utvecklingssamtalet lyftes även fram som viktigt för upplevelsen av meningsfullhet. I studien framträdde tydligt betydelsen av professionell legitimitet. Fenomenet utvecklingssamtal sågs i sin helhet som något viktigt och en arena där fritidshemspedagoger kan belysa vikten av sitt uppdrag och tilldelas en tydlig och betydelsefull roll i skolans organisation.
The aim of this qualitative study is to examine, from a phenomeographic perspective, the perception of leisure-time centre pedagogues in regards to participation in the parent-teacher appraisal meeting. The study examines variations among this perception based on the sense of purpose expressed by the pedagogues. Pedagogues working in the Stockholm region were interviewed, the data later categorized and analyzed in accordance with the methods of phenomenography. Results showed that the pedagogues viewed their participation as important primarily for the chance to present their appraisal of pupils´ social development. This was described in unison as the most important task of the leisure-time centre for school-children. Variations appeared in multiple descriptive categories. Collaboration, or the lack thereof, with the classroom-teacher at the time of the appraisal meeting was also seen as an important factor to render purpose. The study clearly showed the importance of professional legitimacy. The phenomenon parent-teacher appraisal meeting as a whole was seen as an important field for leisure-time pedagogues to present the importance of their work, one in which they can possess a clear and purposeful role in school organization.

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Книги з теми "Parent teacher collaboration":

Coleman, Peter. Parent, student and teacher collaboration: The power of three. Thousand Oaks, Calif: Corwin Press, 1998.

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Feiler, Anthony. Engaging 'hard to reach' parents: Teacher-parent collaboration to promote children's learning. Chichester, West Sussex, England: John Wiley & Sons Ltd., 2010.

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Shea, Thomas M. Parents and teachers of children with exceptionalities: A handbook for collaboration. 2nd ed. Boston: Allyn and Bacon, 1991.

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Grant, Kathy B. Home, school, and community collaboration: Culturally responsive family engagement. 2nd ed. Thousand Oaks: SAGE Publications, 2013.

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McCaleb, Sudia Paloma. Building communities of learners: A collaboration among teachers, students, families, and community. New York: St. Martin's Press, 1994.

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L, Simpson Richard. Working with parents and families of exceptional children and youth: Techniques for successful conferencing collaboration. 3rd ed. Austin, Tex: Pro-Ed, 1996.

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L, Simpson Richard. Working with parents and families of exceptional children and youth: Techniques for successful conferencing and collaboration. Austin, Tex: Pro-Ed, 2010.

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Goldberg, Sally. Parent involvement begins at birth: Collaboration between parents and teachers of children in the early years. Boston: Allyn and Bacon, 1997.

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Peacock, Gretchen Gimpel. Collaborative home/school interventions: Evidence-based solutions for emotional, behavioral, and academic problems. New York: Guilford Press, 2010.

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Peacock, Gretchen Gimpel. Collaborative home/school interventions: Evidence-based solutions for emotional, behavioral, and academic problems. New York: Guilford Press, 2010.

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Частини книг з теми "Parent teacher collaboration":

Levin, Malcolm A. "Parent-Teacher Collaboration." In Critical Pedagogy and Cultural Power, 269–91. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-18562-7_14.

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Wilmshurst, Linda, and Alan W. Brue. "The Individualized Education Program (IEP) and the Importance of Teacher–Parent Collaboration." In The Complete Guide to Special Education, 183–94. Third edition. | New York, NY: Routledge, [2018] |: Routledge, 2018. http://dx.doi.org/10.4324/9781315111568-20.

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Civil, Marta, and Rosi Andrade. "Collaborative Practice with Parents." In Collaboration in Teacher Education, 153–68. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-1072-5_11.

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Balsamo, Noelle, and James W. Forgan. "Teacher Collaboration." In Parent's Quick Start Guide to Autism, 119–27. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003285953-12.

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Balsamo, Noelle, and James W. Forgan. "Teacher Collaboration." In Parent's Quick Start Guide to Autism, 119–27. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003285953-12.

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Lakkala, Suvi, and Outi Kyrö-Ämmälä. "Teaching for Diversity with UDL: Analysing Teacher Competence." In Inclusive Learning and Educational Equity, 241–77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_10.

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AbstractThis chapter is a description of collaborative action research on teacher competence in the context of inclusive education and universal design for learning (UDL). Our goal was to analyse what kinds of professional competencies teachers need when they are implementing UDL in heterogeneous classes. The action research was carried out as a case study together with two co-teachers and a class teacher, who implemented UDL in their heterogeneous classes. As a theoretical framework for teacher competence, we used the multidimensional adapted process (MAP) model of teaching, developed by Finnish researchers and teacher educators. We identified several teacher skills that are needed when the UDL approach is applied. According to our results, the most overarching necessary competence was the teachers’ cognitive skills. Applying UDL required the ability to flexibly transform one’s own teaching and learning situations. Furthermore, the teachers’ social skills appeared as an important attribute as their pupils were highly heterogeneous with diverse needs, and the teachers needed to collaborate with many other professionals and parents. Also, each teacher’s personal orientation, such as values, beliefs and ethics, played a crucial role in UDL while the teachers shared a common set of values, striving towards inclusive education.

Gilmore, Linda, Glenys Mann, and Donna Pennell. "Inclusive Secondary Schooling: Challenges in Developing Effective Parent-Teacher Collaborations." In Research for Inclusive Quality Education, 183–92. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-5908-9_14.

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Roberts, Julia Link, and Jennifer L. Jolly. "Enhancing Collaboration Between Parents and Educators." In A Teacher's Guide to Working With Children & Families From Diverse Backgrounds, 91–101. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232643-9.

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Paloma McCaleb, Sudia. "Developing Collaborative Relationships Between Teachers, Parents, and Families." In School-Based Family Counseling With Refugees and Immigrants, 183–93. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003097891-15.

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Reimers, Fernando M., and Francisco Marmolejo. "Conclusions: What Innovations Resulted from University–School Collaborations During the COVID-19 Pandemic?" In Knowledge Studies in Higher Education, 333–57. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_22.

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AbstractBased on a cross-case analysis of the studies presented in this book, this study concludes that during the COVID-19 pandemic, universities engaged with school systems and school networks to sustain educational opportunity. They did so through entrepreneurial educational innovation in ways which helped integrate their research, teaching, and outreach functions. This finding speaks to the nature of universities as learning organizations, open to their external environment, not just to respond to changes in it, but to shape it.This chapter identifies seven innovations that universities advanced in their collaborations with schools: Research and analysis to support decision-makers in formulating strategies of educational continuity (outreach and research). Advancing knowledge based on research in schools in the context of the pandemic (research). Instructional and technological resources and online platforms for students and teachers, including efforts to support connectivity (outreach and teaching). Professional development for teachers, education administrators, and parents (outreach). Highlighting the importance of attention to socio-emotional support for students (outreach). Organizational learning and innovation (synergies among research, teaching, and outreach). Innovations in teaching: Engaging university students in these collaborations with schools (teaching). These seven innovations include products, solutions, processes, and managerial improvements, and for the most part they are evolutionary innovations and, in some cases, revolutionary.These collaborations were facilitated by and, in turn, reinforced three institutional processes supportive of outreach: University mission and strategy Collaboration and institutional integration Structures and preexisting collaborations with schools

Тези доповідей конференцій з теми "Parent teacher collaboration":

Mazmishvili, Nana, Lela Tavdgiridze, and Dali Doborjginidze. "The Challenge of Teacher-Parent Collaboration in Georgia." In Proceedings of the 5th International Conference on Social, Economic, and Academic Leadership (ICSEALV 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191221.193.

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Kravale, Dace, Anita Helviga, and Diāna Laiveniece. "Understanding the Concept of Health Literacy in the Educational Environment: A Pilot Study." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.47.

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Health literacy is a widely known and researched subject in health care system defined as the relationships between an individual’s level of education and his/her ability to maintain healthiness, improve health or participate in health treatment. However, there is a lack of information about the role of health literacy in school environment. This study reports on the topical status of understanding of health literacy concept among teachers and parents in the educational system of Latvia. Qualitative descriptive research was conducted in order to: a) analyse health literacy concept in theory and education documents; b) explore teachers’ and parents’ health literacy perception through focus groups interviews. A group of respondents included six adults representing teachers and parents from two schools. A thematic analysis method was applied to investigate participants’ perception of health literacy, representing four dimensions of the concept’s explanation: health and health education, Covid-19 pandemics, school/parent collaboration, and uncertain terminology aspects. The results showed various interpretations of health literacy terminology in educational documents, caused by insufficiently explained sub-terms – school, teacher and parent health literacy. This finding was confirmed by the results of the focus group interviews. That leads to a conclusion that the concept of health literacy requires a more efficient explanation by developing a comprehensible health literacy terminology in the educational setting.

Simcenco, Irina. "School - family collaboration in the context of the pandemic situation and the development of students' scientific thinking." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p243-248.

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In the context of the Covid-19, the online pedagogical process has become a necessity that offers opportunities to school and family, in the same time, but also many uncertainties, challenges. The role of the parent, as a partner of the teacher, is very important in order to adapt the student to the new requirements. Distance learning emphasizes the development of digital skills in students, the development of self-employment skills. Strengthening the school-family partnership must focus on systematic communication, mutual support and help, constructive feedback, material and financial involvement and emotional support.

Barone, Inese. "Using Qridi Program to Promote the Cooperation Between Teachers and Parents." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.43.

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Successful cooperation and collaboration between teachers and school parents are essential for the development of students, their successful learning process, and academic achievements. This cooperation and collaboration between teachers and parents are essential to creating it successfully, setting responsibilities and rights for each educational partner. Important question- how to build this cooperation respectfully and engage students in this cooperation to reach academic success and educational objectives mentioned in educational documents. The Qridi education program, created in Finland, is a tool for promoting teacher cooperation with school parents that saves teachers’ time in communicating with their parents. The program is based on a teacher’s planned and supervised training process, through regular school evaluations, students’ self-assessments, and learning to observe the work of another classmate, which is also available to parents, and through continued training at home, parents can continue the school teaching process. The purpose of the study is to assess the Qridi program’s effectiveness in teacher collaboration with parents. Methods used for the study are literature analysis using the SALSA method as data analysis method, survey for teachers and survey for parents as data acquisition method, and data analysis with descriptive data analysis method. Analyzing survey data, it was clarified that teachers can significantly reduce the time spent on communication with parents without losing the quality of the communication, teachers, and parents are satisfied with using the Qridi program, that it is user-friendly, it was easy to start to work with it and that communication for both parties has improved.

Collatos, Anthony. "Urban Parent Teacher Education Collaborative Revisited: The Longitudinal Impact of Engaging Parents as Teacher Educators." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1585757.

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Ramma, Yashwantrao, Ajeevsing Bholoa, Shobha Jawaheer, Henri Li Kam Wah, Sandhya Gunness, Khemanand Moheeput, and Ajit Kumar Gopee. "Enacting the Teacher-Parent-Learner Nexus in Teaching and Learning Science using Technology." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6910.

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The teaching and learning of science have far-reaching curricular objectives which require teachers, students, and parents to be engaged in the teacher-parent-learner (TPL) nexus. During this endeavour, learners are guided to relate their prior knowledge to the science concepts (Grade 9, age group 13-14 years) during a home task activity under the supervision of their parents through an initial collaborative engagement (ICE) on the myptim platform (www.myptim.org). After finishing this activity, learners are invited to submit their work on the platform following their parents’ confirmation through the parent’s platform. In this paper, through an exploratory multiple case study involving six students and four parents, we present preliminary findings regarding the use of the myptim platform for the study of a lesson on ‘Measurement’. The empirical evidence collected through unstructured interviews with the participants indicates that the myptim platform is a promising technological pedagogical tool for the advancement of the teaching and learning of science, in particular, physics. This paper contributes to literature on technology integration through the perspective of teacher-parent-learner nexus.

Wolfe, Byron, and Seher Erdoǧan Ford. "How Do We Work? Metacognition in Creative and Collaborative Practices." In 2019 Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.64.

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constitute best practices for initiatingand maintaining sustainable collaborations?These questions arise regularly within the context of our institution, Tyler School of Art and Architecture, which is part of TempleUniversity in Philadelphia, Pennsylvania. The school includes the departments of Architecture and Environmental Design, Art Education and Community Arts Practices, Art History, Studio Art, and Graphic and Interactive Design. It recently updated its structure and adopted a name that captures its breadth of programs to support cross-disciplinary study and reflect current understanding of creative practice and research.One of us being a professor in Studio Art with a background in Photography and the other in Architecture and EnvironmentalDesign, our collective experience and shared interests in interdisciplinary engagements motivated us to design and co-teach a new, graduate-level course focusing on collaboration and the creative process. Following preparations and planning for about a year, we taught the course titled “ Collaboration and Creativity” three times since its first iteration in the fall of 2017. Each semester varied widely in terms of the number of students enrolled, background and expectations both on the part of the students as well as us, as instructors. So far the cohort has included students from architecture, photography, ceramics, glass, painting, printmaking, sculpture and film and media programs.To facilitate research-based collaborative work, we considered place-based topics, allowing for various modes of research, which would generate connections with the local environment. Since students from diverse disciplinary backgrounds and with different skill-sets enroll in the course, we deliberately selected a neutral topic of study, a locally sourced stone, in order to encourage a shared experience of discovery. Taking its name from the creek that defines the northwestern arm of the city of Philadelphia, the Wissahickon schist stone—a metamorphic rock—is widely used in historical construction in the area and well-recognized for its distinct specks of shiny mica and multi-toned layers of gray, blue, brown, and black. We decided to work with this stone as a departure point for diverse lines of inquiry into physical, historical, cultural, and social domains.

Romanowski, Joana Paulin. "THE LEARNINGS OF THE BASIC EDUCATION TEACHER." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end134.

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The research has as object of study the learning of basic education teachers in order to identify the learning of basic education teachers in their professional performance that contribute to their teacher education. The survey was conducted through a questionnaire using the Lickert scale answered on the google forms platform. 370 teachers from all regions of Brazil participated in the research. The study references are based Zeichner (2008), Martins (2009, 2016). In the analysis of the answers, the highest index of the scale was considered for the indication of the percentages. None of the answers obtained a 100% indication of the highest index on the scale. The responses with the highest number of responses were grouped into the following categories: teachers learn in (i) collective teaching practice and management in the school space; (ii) in their own teaching practice; (iii) with the reflection of its practice; (iv) in courses, lectures and (v) by conducting individual studies. The responses with the lowest index refer to learning: in informal spaces, on the internet and with the parents of their students. The most valued responses refer to learning: sharing problems; of ideas and opinions about education; planning classes in collaboration with school teachers; teaching together with another teacher in the same class; insertion of new teaching methods and innovations; they participate in school coordination councils where new possibilities are discussed and in many situations they read, consult; they prepare and develop workshops at the school to support teachers at the school and other schools. Teachers emphasize as a strong possibility of reflection and investigation their practice in the act of teaching and learning by reviewing the experiences: contradictions between the ideas about teaching and how they are put into teaching practice; when the teacher describes his practice to other people. By examining his experiences in practice, observing the strengths and weaknesses, and in reflections on his own beliefs and conceptions about teaching, the teacher has the opportunity to change his practice. The conclusions indicate that the teacher's practice contributes to his education.

Kaminskiene, Lina, and Virginija Bortkevičienė. "Strengthening and Supporting the School Communities: A Case of Regional Schools in Lithuania." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.19.

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The paper discusses how the school microclimate could be improved within the school community, based on the results of a research carried out in 15 regional schools in Lithuania. The analysis is specifically focused on how the school community could be strengthened by improving the relationship between teachers and schools’ administration. Following the methodology of the thematic analysis, the paper highlights key issues which might be important to reconsider the formation of a positive relationship, internal communication, democratization of governance, reduction of competition between teachers, strengthening the confidence in the teacher, respect for each other as well as fostering an open, tolerant culture. The results of the research indicate the need to strengthen collaboration and engagement-based community: a need to develop a participatory culture, to develop teachers’ support systems, to rethink how to involve parents more actively into the school life, to ensure more effective feedback system (teachers-administration-parents). The paper also highlights a need to improve the emotional climate of schools, to develop clear guidelines for evaluating teachers’ activities, to ensure smooth internal communication, informing and involving teachers about planned changes, and allowing all members of the community to feel part of the organization, not only by informing about the activities being carried out, but also by enabling critical opinions to be expressed; to form different working groups involving different educators (e. g. primary school and subject teachers) on different issues of school performance development.

Paula, Liga, and Linda Valaine-Rohnana. "Collaboration between Pre-School Institution and Family." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.040.

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Collaboration in all educational institutions including pre-school establishments is a topical issue especially within the framework of competence-based learning approaches. The aim of the study was to find out what is the collaboration between pre-school and parents in relation to the acquisition of pre-school curriculum which in Latvia is defined as compulsory for children in the age of 5 to 6 (7) years. A quantitative approach was used in the research and two surveys were conducted in April 2020. Both parents and pre-school teachers who work with 5 to 6 (7) year old children were asked to participate in the on-line survey, which was developed in the platform VisiDati.lv. Analysis of collaboration between parents and preschool was based on the framework of six types of school-family-community involvement created by J.L. Epstein. The research analysis revealed that pre-school teachers and parents have different understandings of the child’s need for parental support so that parents can get involved and promote the acquisition of compulsory pre-school curriculum. Teachers and parents have clear communication channels to fully exchange the necessary information, however, to form collaboration, teachers have difficulties in developing individual curricula in some cases. The research results are useful to understand what hinders cooperation and how to improve it.

Звіти організацій з теми "Parent teacher collaboration":

Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.

Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) individualization of the educational process; 5) competences of the teacher in inclusive education: strategies of teaching in inclusive education, method of collaborative learning, integration of technology into the discipline teaching methods, peculiarities of formation of mathematical concepts in children with special needs, difficulties with reading mastering and correction of dyslexia in children with special educational needs, correction and development of sense side of reading, development of intelligence of a child with SEN with the help of kinesiology methods, cooperation of teacher, psychologist and parents of a child with special educational needs, five levels can be associated with parents engagement; 6) work with children with behavior problems; resource room as the method of a child specific sensor needs satisfaction.

Chang, Michael Alan, Alejandra Magana, Bedrich Benes, Dominic Kao, and Judith Fusco. Driving Interdisciplinary Collaboration through Adapted Conjecture Mapping: A Case Study with the PECAS Mediator. Digital Promise, May 2022. http://dx.doi.org/10.51388/20.500.12265/156.

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In this report, we demonstrate how an interdisciplinary team of computer science and learning sciences researchers utilize an adapted conjecture mapping tool during a collaborative problem-solving session. The session is documented through an edited “Dialogue” format, which captures the process of conjecture map construction and subsequent reflection. We find that creating the conjecture map collaboratively surfaces a key tension: while learning sciences theory often highlights the nuanced and complex relational nature of learning, even the most cutting-edge computing techniques struggle to discern these nuances. Articulating this tension proved to be highly generative, enabling the researchers to discuss how considering impacted community members as a critical “part of the solution” may lead to a socio-technical tool which supports desired learning outcomes, despite limitations in learning theory and technical capability. Ultimately, the process of developing the conjecture map directed researchers towards a precise discussion about how they would need to engage impacted community members (e.g., teachers) in a co-design process.

Shyshkina, Mariya P. The use of the cloud services to support the math teachers training. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3897.

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The development of the information society and technological progress are significantly influenced by the learning tools. Therefore, to the variety of tools that could be used to support the study of any discipline new ones emerging lately are continuously being added. Along with the great deal of systems of computer mathematics (SCM), web-oriented versions of SCM mathematical applications and other math learning tools the cloud-based versions of mathematical software such as MapleNet, MATLAB web-server, WebMathematica and others are now being used. These tools accomplishment becomes the essential part of training mathematics teachers. Domestic and foreign experiences of using cloud services for forming professional competences of mathematics teachers are analyzed. The place of the CoCalc within the system of mathematical disciplines learning tools is investigated. The task of improving the math teachers’ ICT competence by means of cloud services use in the process of training is considered. Among the new forms of learning rising along with the cloud services dissemination are such as collaborative learning, inquiry-based learning, person-oriented learning. At the same time, the use of the appropriate cloud service in the study of some mathematical discipline improves the assimilation of the learning material and improves the knowledge acquisition process on most topics. The analysis of current research of Ukrainian scientists on the problem in question shows that the progress is underway as for further elaboration and implementation of new learning methods and techniques of using cloud services in the higher education institutions.

Nietschke, Yung. Australian Strategic Partnerships in Remote Education. Australian Council for Educational Research, October 2021. http://dx.doi.org/10.37517/978-1-74286-649-9.

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This report highlights the achievements and lessons learned from the pilot stage of the Australian Strategic Partnerships in Remote Education (ASPIRE) initiative which was managed by the Australian Council for Educational Research (ACER) as part of the Australian Department of Foreign Affairs and Trade's Partnerships for Recovery: Australia's COVID-19 Development Response. In its pilot phase ASPIRE partnerships have strengthened collaboration between Australian and Indo-Pacific institutions and promoted the value of Australian expertise in remote teaching and learning to key counterparts in government, tertiary institutions, community organisations and teachers.

Baird, Natalie, Tanushree Bharat Shah, Ali Clacy, Dimitrios Gerontogiannis, Jay Mackenzie, David Nkansah, Jamie Quinn, Hector Spencer-Wood, Keren Thomson, and Andrew Wilson. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, February 2021. http://dx.doi.org/10.36399/gla.pubs.234071.

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Maths inside is a photo competition open to everyone living in Scotland, hosted by the University of Glasgow. The maths inside project seeks to nourish a love for mathematics by embarking on a journey of discovery through a creative lens. This suite of resources have been created to inspire entrants, and support families, teachers and those out-of-school to make deeper connections with their surroundings. The maths inside is waiting to be discovered! Also contained in the suite is an example to inspire and support you to design your own interdisciplinary learning (IDL) activity matched to Education Scotland experiences and outcomes (Es+Os), to lead pupils towards the creation of their own entry. These resources are not prescriptive, and are designed with a strong creativity ethos for them to be adapted and delivered in a manner that meets the specific needs of those participating. The competition and the activities can be tailored to meet all and each learners' needs. We recommend that those engaging with maths inside for the first time complete their own mapping exercise linking the designed activity to the Es+Os. To create a collaborative resource bank open to everyone, we invite you to treat these resources as a working document for entrants, parents, carers, teachers and schools to make their own. Please share your tips, ideas and activities at info@mathsinside.com and through our social media channels. Past winning entries of the competition are also available for inspiration and for using as a teaching resource. Already inspired? Enter the competition!

Symonenko, Svitlana V., Viacheslav V. Osadchyi, Svitlana O. Sysoieva, Kateryna P. Osadcha, and Albert A. Azaryan. Cloud technologies for enhancing communication of IT-professionals. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3861.

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The paper deals with the urgent problem of enabling better communication of IT-specialists in their business and interpersonal interaction using information and communication technologies, including cloud technologies. It is emphasized, that effective communication is an integral part of the successful professional work of IT-professionals, but in recent years it has undergone significant transformations, which have been expressed in new forms and means of communication, its content changes, its complications and volume increases, the need to improve its accuracy, and the level of understanding for a wide range of people. Certain peculiarities of communication in the IT-environment have been discussed. It is noted that typical forms of communication in the IT-environment are synchronous and asynchronous ones. The authors insist that during their professional career IT-specialists communicate in the professional community from a variety of positions and common types of task formulation can be expressed through verbal or symbolic communication means. Due to the specifics of their professional activities, IT-professionals often need to communicate using synchronous communication (chats, video chats, audio chats, instant messaging) and asynchronous communication (email, forums, comments) tools, hence there is a demand to teach corresponding communication skills at universities. Certain practical examples of teaching communication skills using modern technologies are given. Advantages of cloud technologies for better communication within a company or an educational institution are presented. Microsoft Office 365 services, which can be successfully used to enable better communication and collaboration within a company or an educational institution are analyzed.