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Teachers and Teaching
theory and practice
Volume 24, 2018 - Issue 6
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Original Articles

Parents’ perceptions of parent–teacher relationship practices in Dutch primary schools – an exploratory pilot study

Hélène LeendersDepartment of Pedagogical Studies, Fontys University of Applied Sciences, Sittard, The Netherlands;Top Institute for Evidence Based Education in Research (TIER), TIER-Maastricht University, Maastricht, The NetherlandsCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-4792-744X
ORCID Icon,
Carla HaelermansTop Institute for Evidence Based Education in Research (TIER), TIER-Maastricht University, Maastricht, The Netherlands
,
Johan de JongDepartment of Pedagogical Studies, Fontys University of Applied Sciences, Sittard, The Netherlands
&
Mélanie MonfranceDepartment of Pedagogical Studies, Fontys University of Applied Sciences, Sittard, The Netherlands
Pages 719-743 | Received 20 Nov 2016, Accepted 15 Mar 2018, Published online: 04 Apr 2018

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Glenys Mann, Linda Gilmore, Ainsley Robertson, Lynsey Kennedy-Wood & Lara Maia-Pike. (2023) Little things mean a lot: parent perspectives on positive teacher-parent communication when students have disability. Teachers and Teaching 0:0, pages 1-14.
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Audrey Addi-Raccah & Yael Grinshtain. (2022) Teachers’ professionalism and relations with parents: teachers’ and parents’ views. Research Papers in Education 37:6, pages 1142-1164.
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Marloes Hagenaars, Peter A. J. Stevens, Piet van Avermaet & Fanny D‘hondt. (2022) Exploring teacher–parent relationships in times of Covid-19: teachers’ expectations and parental home-schooling strategies in a Flemish context. Teachers and Teaching 0:0, pages 1-15.
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Hélène Leenders, Johan de Jong, Mélanie Monfrance & Carla Haelermans. (2019) Building strong parent–teacher relationships in primary education: the challenge of two-way communication. Cambridge Journal of Education 49:4, pages 519-533.
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