Browsing by Subject "positiivinen kasvatuskumppanuus"

Objectives. The objective of this thesis was to find out about parents' perceptions of the collaboration between home and school. The results were compared with Joyce L. Epstein's research on home-school partnership. The second objective was to develop a practical model of positive home-school partnership. The idea of positive home-school partnership is based on the results of this study, on Epstein’s home-school partnership, and on theories on positive pedagogy and positive parenthood. The last two focus on the individual's personal strengths. Methods. The study is qualitative and was carried out using a phenomenographic approach. The research data was collected from parents of six-graders from five schools in two towns. In total, 18 individual parents responded to an e-survey, with four of them selected for an additional interview. The interviews were carried out as themed interviews. The research material was analyzed by grouping significance units that formed subcategories. From those subcategories, categories of description were formed, the relations of which were depicted in a system of categories of description. Results and conclusions. Four categories of descriptions presenting parents’ views of home-school collaboration were found in this study. The categories were 1) forms of collaboration, 2) roles in collaboration, 3) preconditions for collaboration, and 4) significance of collaboration. The results indicate that home-school collaboration is considered an important factor regarding a child's learning and school performance. However, home-school collaboration is not yet on the level of partnership. To improve the collaboration between home and school, a positive home-school partnership model was created. The objective of the model is to consider the comprehensive wellbeing on the child. The methods and conditions of the model align with strength-based education principles.