Table of Contents
Editorial
| [Table of Contents] 2007, Volume 1, Number 0 | Abstract PDF |
| No authorship |
| A short note. | Abstract PDF |
| Stefano Castelli | I |
| Preface. | Abstract PDF |
| Helen Phtiaka | II-III |
Home-school relationship.
| What does education mean for us and how do we get involved? Parents’ accounts in a Mexican rural community. | Abstract PDF |
| Maria Cristina Azaola | 1-7 |
| Building trust in elementary schools: the impact of home school community collaboration. | Abstract PDF |
| Esther Ho Sui Chu | 8-20 |
| Assessing parents’ satisfaction with their parental role for a more effective partnerships between families and schools. | Abstract PDF |
| Raquel-Amaya Martinez-Gonzalez, Beatriz Rodríguez-Ruiz | 21-29 |
| Crossing home – school border as rites de passage. | Abstract PDF |
| Maria Mendel | 30-35 |
| Challenging parents, teacher occupational stress and health in Dutch primary schools. | Abstract PDF |
| Bette Prakke, Arie Van Peet, Kees Van der Wolf | 36-44 |
| Types of parents and school strategies aimed at the creation of effective partnerships. | Abstract PDF |
| Friederik Smit, Geert Driessen, Roderick Sluiter, Peter Sleegers | 45-52 |
Home-school relationship in Greece and Cyprus.
| Teachers’ and community stakeholders’ perceptions about school – community relations in Cyprus. | Abstract PDF |
| George Anaxagorou | 53-58 |
| Parental involvement: beyond demographics. | Abstract PDF |
| Stelios N. Georgiou | 59-62 |
| Promoting closer ties and cooperation between the school, the family and the community in the framework of intercultural education. | Abstract PDF |
| Pavlina Hadjitheodoulou-Loizidou, Loizos Symeou | 63-72 |
| School, family and the community in cooperation: the model of syneducation. | Abstract PDF |
| Iro Mylonakou, Ioannis Kekes | 73-82 |
| School – family relations: Greek parents’ perceptions of parental involvement. | Abstract PDF |
| Maria Poulou, Elias Matsagouras | 83-89 |
| Reading between the lines: exploring the assumptions and implications of parental involvement. | Abstract PDF |
| Eleni Theodorou | 90-96 |
Parents' role in children learning.
| What hinders and what motivates parents’ engagement in school? | Abstract PDF |
| Laid Bouakaz, Sven Persson | 97-107 |
| Congruence between teachers’ and parents’ role construction and expectations about their involvement in homework. | Abstract PDF |
| Rollande Deslandes, Nadia Rousseau | 08-116 |
| The relation of home and childcare/school environment to differential trajectories of externalizing problems. | Abstract PDF |
| Kostas A. Fanti, Christopher C. Henrich | 117-123 |
| The paradox of parental influence in Danish schools. A Swedish perspective. | Abstract PDF |
| Margaretha Kristoffersson | 124-131 |
| The rights and roles of parents on school governing bodies in South Africa. | Abstract PDF |
| Nollen Van Wyk | 132-139 |
Parents' role in inclusive education.
| Constructing ‘the parents’ in primary schools in Greece: special education teachers’ whispers. | Abstract PDF |
| Evangelia Boutskou | 140-144 |
| Parents of disabled children. The educational system and the everyday challenges. | Abstract PDF |
| Anastasia Hadjiyiannakou, Christina Ioannou | 145-150 |
| Cooperation between school and parents of SLI children. | Abstract PDF |
| Emilija Lazarevic, Emina Kopas-Vukašinović | 151-155 |
| Reconstructing special educators’ knowledge about families with members in the autistic spectrum through befriending experiences. | Abstract PDF |
| Sophia Mavropoulou, Susana Padeliadu | 156-163 |
| Parental associations and education politics regarding disability: the case of Cyprus. | Abstract PDF |
| Simoni Symeonidou | 164-173 |
| Experiences of disabled children’s families concerning school-family collaboration. | Abstract PDF |
| Athena Zoniou-Sideri, Eudoxia Nteropoulou-Nterou | 174-181 |
Home-school communication.
| Mobile-mediated home-school partnership: attitudes and expectations of teachers, parents and students. | Abstract PDF |
| Stefano Castelli, Michelle Pieri | 182-187 |
| The concept of parent involvement. Some theoretical and empirical considerations. | Abstract PDF |
| Joep Bakker, Eddie Denessen | 188-199 |
| Conditional aspects of school-home conversations. | Abstract PDF |
| Anne Dorthe Tveit | 200-209 |
| Parent management’ or ‘Take care out there!’ | Abstract PDF |
| Hanne Knudsen | 210-217 |
| Parent involvement in teacher education in South Africa. | Abstract PDF |
| Eleanor M. Lemmer | 218-229 |
| Family-school cooperation in the context of traumatic transitions in Serbian society. | Abstract PDF |
| Nada Polovina | 230-236 |
Learning at home.
| Perspectives on parents’ contribution to their children’s early literacy development in multicultural western societies. | Abstract PDF |
| Eddie Denessen | 237-244 |
| Childhood in a rom/gypsy camp in southern-Italy:an anthropological perspective. | Abstract PDF |
| Elisabetta Di Giovanni | 245-251 |
| Emotional space. Home Vs institutionalised space. Kindergarten, as a meaningful place for six-year-old children. | Abstract PDF |
| Malgorzata Karczmarzyk | 252-255 |
| Learning communities: schools, parents and challenges for wider community involvement in schools. | Abstract PDF |
| Peter Mayo | 256-264 |
| Strengthening home-school links through family literacy programmes: a comparative European case study. | Abstract PDF |
| Anthea Rose, Chris Atkin | 265-271 |
| Mothers as educators: the empowerment of rural Muslim women in Israel and their role in advancing the literacy development of their children. | Abstract PDF |
| Bruria Schaedel, Rachel Hertz-Lazarowitz, Faisal Azaiza | 271-282 |