000			01836 a2200253 4500
001			1853467766
005			20250317100415.0
008			250312042002GB eng
020			_a9781853467769
037			_bTaylor & Francis _cGBP 34.99 _fBB
040			_a01
041			_aeng
072	7		_aJN _2thema
072	7		_aJN _2bic
072	7		_aEDU000000 _2bisac
072	7		_aEDU040000 _2bisac
072	7		_a370.19310941 _2bisac
100	1		_aSue Roffey
245	1	0	_aSchool Behaviour and Families _bFrameworks for Working Together
250			_a1
260			_aOxford _bDavid Fulton Publishers _c20020322
300			_a160 p
520			_bThis book focuses on the relationship that schools have with parents and carers, especially in the early stages of behavioral difficulty. It aims to promote the best possible partnership with parents in what is often a sensitive and emotionally fraught situation. It contains an overview of the context and a general theoretical framework for home school interactions on behavior; research findings on factors which facilitate or inhibit effective partnerships, helping teachers understand why some parents/carers are reluctant to become involved or may appear aggressive and suggests ways in which schools might usefully respond; and chapters written by contributors with specific expertise in working with parents who have harmed their children, the carers of children in foster families and residential homes, mobile families (including travelers and asylum seekers), and families from diverse communities. The book is intended primarily for teachers and school managers at every phase of education, but will also be of interest to educational psychologists, home-school liaison officers, support staff, counselors, mentors, LEA officers and anyone working in parent partnership schemes.
999			_c2813 _d2813