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Anouk Van Der Wildt, Rachida Aghallaj, Fauve De Backer, Michel Vandenbroeck & Orhan Agirdag. (2023) Multilingual language minority parents’ perspectives on their relationships with caregivers regarding the multilingual upbringing of the child: a large-scale exploration within childcare facilities in Flanders. International Journal of Multilingualism 0:0, pages 1-15.
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Helga Norheim & Thomas Moser. (2020) Barriers and facilitators for partnerships between parents with immigrant backgrounds and professionals in ECEC: a review based on empirical research. European Early Childhood Education Research Journal 28:6, pages 789-805.
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Maria Hedlin. (2019) ‘They only see their own child’: an interview study of preschool teachers’ perceptions about parents. Early Child Development and Care 189:11, pages 1776-1785.
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Richard Bilton, Alison Jackson & Barry Hymer. (2018) Cooperation, conflict and control: parent–teacher relationships in an English secondary school. Educational Review 70:4, pages 510-526.
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Articles from other publishers (11)
Christine L. Hancock. (2023) Ideologies of poverty and implications for decision-making with families during home visits. Linguistics and Education 78, pages 101231.
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Hailey R Love & Christine L Hancock. (2022) Tensions as opportunities for transformation: Applying DisCrit Resistance to early childhood teacher education programs. Contemporary Issues in Early Childhood 23:4, pages 483-499.
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Margaret R. Beneke & Hailey R. Love. (2022) A DisCrit Analysis of Quality in Early Childhood: Toward Pedagogies of Wholeness, Access, and Interdependence. Teachers College Record: The Voice of Scholarship in Education 124:12, pages 192-219.
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David S. Knight & Thomas M. Skrtic. (2020) Cost-Effectiveness of Instructional Coaching: Implementing a Design-Based, Continuous Improvement Model to Advance Teacher Professional Development. Journal of School Leadership 31:4, pages 318-342.
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Judith McKenzie, Nozwelo Shanda & Heather Michelle Aldersey. (2020) Family–teacher partnerships: families' and teachers' experiences of working together to support learners with disabilities in South Africa. British Journal of Special Education 48:1, pages 26-49.
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Kathleen M. Minke & Jordana S. Woodford. 2020. The Cambridge Handbook of Applied School Psychology. The Cambridge Handbook of Applied School Psychology
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Julia Smith. (2020) Teachers’ perspectives on communication and parent engagement in early childhood education programs for migrant farmworker children. Journal of Early Childhood Research 18:2, pages 115-129.
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Hein Lindquist. (2019) Språkpedagogisk arbeid og de yngste flerspråkligebarnehagebarna. Norsk pedagogisk tidsskrift 103:2-3, pages 159-171.
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Gregory A. Cheatham & Sumin Lim-Mullins. (2018) Immigrant, Bilingual Parents of Students With Disabilities: Positive Perceptions and Supportive Dialogue. Intervention in School and Clinic 54:1, pages 40-46.
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김순환, 이영미 & Soyoun Bae. (2016) Building Partnerships with Families from Diverse Cultural Backgrounds: On the Basis of Understandings of their Perceptions and Needs on Early Childhood Education. Multiculture & Peace 10:1, pages 144-174.
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