:: Educatief partnerschap - interactief kennisplatform

Uit het onderzoek komt naar voren dat ouders van verschillende schooltypen verschillende manieren van communicatie waarderen en nodig hebben. Hieronder staan resultaten uit het vragenlijstonderzoek onder 306 ouders met betrekking tot communcatie tussen leerkrachten en ouders. (lees hier het volledige artikel)

Communicating

Table 2 shows that the most important source of information for all parents is e-mail (65%), followed by the parent-teacher meetings (61%), flexible meetings whenever they are needed (52%), and paper information letters (44%). Hardly any parent prefers communication via Facebook (3%), coffee mornings (5%), home visits (6%), or walk in moments before school starts (8%). Almost all parents believe that the information in the school guide is clear enough. However, there are differences between schools. Parents from mainstream schools rank website communication, general information evenings, fixed yearly meetings, flexible meetings, theme meetings for parents and walk-in meetings after school a lot higher than parents from the other two types of schools. Parents from at risk and special education schools score higher than parents from mainstream schools that they value receiving a paper information letter. At risk schools score extremely low in the preference for e-mails, and higher in their preference for paper letters and coffee mornings, compared with the other two school types.

Table 2 – Descriptive statistics questionnaire items on communicating

		at-risk schools			mainstream primary schools			Special education schools		Sign dif betw at-risk and mainstream	Sign dif betw at-risk and special education	Sign dif betw mainstream and special education
	n	Mean	st.dev	n	Mean	st.dev	n	Mean	st.dev	Sign dif betw at-risk and mainstream	Sign dif betw at-risk and special education	Sign dif betw mainstream and special education
How preferably informed by school?
Digital: website	111	0.15	0.36	123	0.41	0.49	81	0.22	0.42	Yes	No	Yes
Digital: e-mail	111	0.37	0.48	123	0.84	0.37	81	0.77	0.43	Yes	Yes	No
Digital: Facebook	111	0.03	0.16	123	0.01	0.09	81	0.09	0.28	No	No	Yes
On paper: e.g newsletters	111	0.58	0.50	123	0.27	0.44	81	0.51	0.50	Yes	No	Yes
General parent information evenings	111	0.21	0.41	123	0.37	0.48	81	0.20	0.40	No	No	No
Fixed yearly moments for parent teacher meetings	111	0.53	0.50	123	0.73	0.44	81	0.54	0.50	Yes	No	No
Coffee mornings for parents	111	0.08	0.27	123	0.02	0.15	81	0.04	0.19	Yes	No	No
Theme meetings	111	0.15	0.36	123	0.32	0.47	81	0.11	0.32	No	No	No
Flexible meetings when needed	111	0.42	0.50	123	0.62	0.49	81	0.49	0.50	No	No	No
Teacher visiting at home	111	0.04	0.19	123	0.05	0.22	81	0.10	0.30	No	Yes	No
Walk-in 15 minutes before school starts	111	0.10	0.30	123	0.10	0.30	81	0.02	0.16	No	Yes	Yes
Walk-in 15 minutes after school ends	111	0.12	0.32	123	0.19	0.39	81	0.09	0.28	No	No	No
Text in school guide clear enough?	111	0.91	0.29	121	0.87	0.34	82	0.98	0.16	No	No	Yes
Teachers use understandable language to communicate with parents	110	0.55	0.50	124	0.62	0.49	82	0.67	0.47	No	No	No

Significant differences from multinomial logit regression at the 5%-level. All variables considered at the same time in one regression.

The second half (vertically seen) of Table 2 shows which of these differences are significant in the regression analysis. The analysis shows that mainstream parents significantly more often prefer communication via the website, while at-risk and special education parents prefer communication via e-mail. Special education also prefer e-mail more than at-risk schools, and Facebook more than mainstream schools. At-risk school parents prefer fixed yearly parent teacher meetings significantly less than mainstream schools, but prefer coffee mornings significantly more. On the other hand, special education parents prefer home visits significantly more than at-risk parents. Walk in moments before the school starts are preferred significantly more by at-risk and mainstream parents, compared with special education. Lastly, special education parents find the text in the school guide significantly more often clear enough than mainstream parents.