Teachers’ experiences in communicating with pastoralist parents in rural Mongolia: implications for teacher education and school policy

References

• Adom, D., Hussein, E., & Agyem, J. (2018). Theoretical and conceptual framework: Mandatory ingredients of a quality research. International Journal of Scientific Research, 7(1), 438–441.
   Google Scholar
• Ahearn, A. (2018). Winters without women: Social change, split households and gendered labour in rural Mongolia. Gender, Place & Culture, 25(3), 399–415.
   Web of Science ®Google Scholar
• Ahearn, A., & Bumochir, D. (2016). Contradictions in schooling children among Mongolian pastoralists. Human Organization, 75(1), 87–95.
   Web of Science ®Google Scholar
• Benveniste, T., Guenther, J., Dawson, D., & Rainbird, S. (2014, November 30–December 4). Out of sight, out of mind? Bringing indigenous parent-boarding school communication to light [Paper presentation]. AARE-NZARE Conference: Speaking back through research, Brisbane, QLD, Australia.
   Google Scholar
• Bronfenbrenner., U. (1977). Toward an experimental ecology of human development. American Psychologist, 32(7), 513–531.
   Web of Science ®Google Scholar
• Cao, G. (2016). Alienation of Tibetan adolescents in rural boarding schools. Frontiers of Education in China, 11(4), 503–518.
   Web of Science ®Google Scholar
• Clarke, C. (2009). An introduction to interpretative phenomenological analysis: A useful approach for occupational therapy research. British Journal of Occupational Therapy, 72(1), 37–39.
   Web of Science ®Google Scholar
• Clarke, V. (2010). Review of the book “Interpretative phenomenological analysis: Theory, method and research”. Psychology Learning and Teaching, 9, 56–57.
   Google Scholar
• Farrell, A. F., & Collier, M. A. (2010). School personnel’s perceptions of family-school communication: A qualitative study. Improving Schools, 13(1), 4–20.
   Google Scholar
• Gastaldi, F., Longobardi, C., Quaglia, R., & Settanni, M. (2015). Parent–teacher meetings as a unit of analysis for parent–teacher interactions. Culture & Psychology, 21(1), 95–110.
   Web of Science ®Google Scholar
• Gisewhite, R. A., Jeanfreau, M. M., & Holden, C. L. (2019). A call for ecologically-based teacher-parent communication skills training in pre-service teacher education programmes. Educational Review, 1–20. doi:https://doi.org/10.1080/00131911.2019.1666794
   Google Scholar
• Graham-Clay, S. (2005). Communicating with parents: Strategies for teachers. School Community Journal, 15(1), 117–129.
   Google Scholar
• Guo, Y., & Wu, X. (2018). Home-school relations: An introduction. In Y. Guo (Ed.), Home- school relations (pp. 1–12). Singapore: Springer.
   Google Scholar
• Guo, Y., Wu, X., & Liu, X. (2018). Changes in parent–teacher relationships under China’s market economy. In Y. Guo (Ed.), Home-school relations (pp. 115–135). Singapore: Springer.
   Google Scholar
• Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52.
   Web of Science ®Google Scholar
• Ministry of Education and Science. (2014). Бага боловсролын сургалтын цөм хөтөлбөр [National core curriculum for primary education]. Retrieved from https://mecss.gov.mn/media/uploads/c5e97775-46aa-4566-ac0f-5d1b46c93d4d.pdf
   Google Scholar
• National Statistical Office of Mongolia (NSOM). (2018). Хөдөө аж ахуйн салбарын танилцуулга 2017 [Bulletin of agriculture 2017]. Retrieved from http://1212.mn/BookLibraryDownload.ashx?url=XAA-2017.pdf&ln=Mn
   Google Scholar
• Pang, I. W. (2011). Home-school cooperation in the changing context–An ecological approach. The Asia- Pacific Education Researcher, 20(1), 1–16.
   Web of Science ®Google Scholar
• Pietkiewicz, I., & Smith, J. A. (2014). A practical guide to using interpretative phenomenological analysis in qualitative research psychology. Psychological Journal, 20(1), 7–14.
   Google Scholar
• Pushor, D. (2018). Using participatory action research to create systematic parent engagement. Journal of Family Diversity in Education, 3(2), 17–37.
   Google Scholar
• Reiners, G. M. (2012). Understanding the differences between Husserl’s (descriptive) and Heidegger’s (interpretive) phenomenological research. Journal of Nursing Care, 1(5), 1–3.
   Google Scholar
• Saltmarsh, S., Barr, J., & Chapman, A. (2015). Preparing for parents: How Australian teacher education is addressing the question of parent-school engagement. Asia Pacific Journal of Education, 35(1), 69–84.
   Web of Science ®Google Scholar
• Saltmarsh, S., & McPherson, A. (2019). Un/satisfactory encounters: Communication, conflict and parent-school engagement. Critical Studies in Education, 1–16. doi:https://doi.org/10.1080/17508487.2019.1630459
   Web of Science ®Google Scholar
• Sloan, A., & Bowe, B. (2014). Phenomenology and hermeneutic phenomenology: The philosophy, the methodologies, and using hermeneutic phenomenology to investigate lecturers’ experiences of curriculum design. Quality & Quantity, 48(3), 1291–1303.
   Web of Science ®Google Scholar
• Smith, J. A., & Osborn, M. (2008). Interpretative phenomenological analysis. In J. A. Smith (Ed.), Qualitative psychology: A practical guide to research methods (pp. 53–80). Sage. doi:https://doi.org/10.1177/0886260508314932
   Google Scholar
• Stetson, R., Stetson, E., Sinclair, B., & Nix, K. (2012). Home visits: Teacher reflections about relationships, student behavior, and achievement. Issues in Teacher Education, 21(1), 21–37.
   Google Scholar
• Stolpe, I. (2016). Social versus spatial mobility? Mongolia’s pastoralists in the educational development discourse. Social Inclusion, 4(1), 13–31.
   Web of Science ®Google Scholar
• Sukhbaatar, B. (2014). Study on parental involvement preparation at a preservice institution in Mongolia. School Community Journal, 24(2), 189–218.
   Google Scholar
• Sukhbaatar, B. (2018a). Preservice teachers’ views on working with diverse families in Mongolia. School Community Journal, 28(1), 295–318.
   Google Scholar
• Sukhbaatar, B. (2018b). Teacher education in Mongolia: Institutional and social factors contributing to a lack of parental involvement. In Y. Guo (Ed.), Home-school relations (pp. 227–244). Singapore: Springer.
   Google Scholar
• Sukhbaatar, B., & Tarkó, K. (2018). Contexts of school and herder family communication in Mongolia: A conceptual framework. Magyar Pedagogia, 2(118), 157–174.
   Google Scholar
• Symeou, L., Roussounidou, E., & Michaelides, M. (2012). I feel much more confident now to talk with parents: An evaluation of in-service training on teacher-parent communication. School Community Journal, 22(1), 65–87.
   Google Scholar
• Willemse, T. M., Thompson, I., Vanderlinde, R., & Mutton, T. (2018). Family-school partnerships: A challenge for teacher education. Journal of Education for Teaching, 44(3), 252–257.
   Web of Science ®Google Scholar
• Willis, L. D., & Exley, B. (2018). Using an online social media space to engage parents in student learning in the early-years: Enablers and impediments. Digital Education Review, 33, 87–104.
   Google Scholar