15. “Innovations and their
inherent conflicts often
become ends in
themselves, and
students get thoroughly
lost in the
shuffle” (Fullan,2007).
16. Goodland (1984) states…
• Increasingly less use of teacher praise
and support for learning, less correc2ve
guidance, a narrowing range and variety
of pedagogical techniques, and declining
par2cipa2on by students in determining
the daily conduct of their educa2on. See
a decline from lower to upper grades in
teachers’ support of students as persons
and learners (Fullan, 2007, p. 126).
17. Sarason (1982) says…
• It appears that children know rela2vely
liOle about how a teacher thinks about
the classroom, what he takes into
account, the alterna2ves he thinks
about, the things that puzzle him about
children and about learning, what he
does when he isn’t sure of what he
should do, how he feels when he does
something wrong” (Fullan, 2007, p. 185).
19. Summaries of the Consequences of Disengagement as
Perceived by Students.
Rudduck, Chaplain,, and Wallace (1996)
Percep+ons of Themselves
• Have lower self‐concepts
• Characteris2cs that tend to make it difficult
to achieve academically
• Fed up with school
20. Summaries of the Consequences of Disengagement as Perceived
by Students.
Rudduck, Chaplain,, and Wallace (1996)
Percep+on of school work
• Homework’s difficult
• Dislike subjects with a high propor2on of
wri2ng or do not understand
• Increased anxiety about their abili2es as
they near exams
21. Summaries of the Consequences of Disengagement as Perceived
by Students.
Rudduck, Chaplain,, and Wallace (1996)
Rela+onship with peers
• More likely to have been involved in bullying
incidents
• Feel under pressure from their immediate
friends if they exhibit academic behaviors
• Pg. 178‐179
22. Summaries of the Consequences of Disengagement as Perceived
by Students.
Rudduck, Chaplain,, and Wallace (1996)
Rela+onship with teachers
• Perceive teachers as unfair, par2cularly
unfair to them
• Believes teachers express nega2ve behaviors
toward them both verbally and non‐verbally
• Would like a teacher they could trust to talk
things through
• Consider teachers to be largely responsible
for their failure at school
23. Summaries of the Consequences of Disengagement as Perceived
by Students.
Rudduck, Chaplain,, and Wallace (1996)
Percep+ons of the future
• Show high levels of anxiety about their
future chances in the working world
• Despite nega2ve messages from the school
want to persists and have some examina2on
success
• See a district rela2onship between
examina2on success and gehng a job
• Are more likely to plan to get a job at 15
29. Reflect on your own work sites:
• Does a deliberate and effec2ve collabora2on
exist in your school/community partnership
that sustains educa2onal issues in your site?
• Does one even exist?
• If one does exist, is there a ‘shared‐
governance’ that deeply involves and engages
the community in the decision‐making process
on educa2onal issues?
32. Henry’s (1996) study on parent‐school collabora2on in low‐
come communi2es concluded that:
• Educators must engage their communi2es
with empathy
• Educators must interact meaningfully with
their cons2tuents
• Being professional can no longer mean
remaining isolated in the school
34. To be clear on power within this par+cular
context:
• ‘to seek power is to raise and begin to answer
the ques2on: to seek power to change
what?...to seek power without asking the
“what” ques2on is not only to beg the
ques2on but to avoid, and therefore to collude
in cosme2c change’ (Fullan, 2006, p. 190).
37. • For students, “communica2on with parents
about school, confidence in the ability to do
the work, valuing school for its importance to
the future, and collabora2on with
teachers” (p. 191).
39. Parent Involvement in Schools
• The rela2onship between parents, communi2es, and schools is
in need of social reconstruc2on
• Teachers can not do it alone
• Parents are their children’s very first educators. They have
knowledge of their children that is not available to anyone else
• Teachers can have great influence over “curriculum of the
home”
• Student commitment can be sustained through collabora2on,
and teachers’ ahtudes and prac2ces
• It is only when the majority of teachers are collabora2ng with
the majority of parents that any sizable impact on student
learning will occur
40. Parent Involvement in Schools
Effec2ve Schools (“moving”) Less Effec2ve Schools
• Teachers are accessible to (“stuck”)
parents • Teachers hold no goals for
• Teachers involve parents with parent involvement
academic content • There is no expecta2on for
• Communica2on with parents is collabora2on between parents
professional, direct, and valuing and teachers
• Teachers see parents as part of • Teachers assume nothing can
the solu2on be done with parents
• There is respect toward parents • Teachers see parents as part of
regardless of background or the problem
educa2on achievement • Don’t know how to brake the
• Schools have a “client nega2ve cycle of parent
orienta2on” disengagement
• There is trust between the
school and the community
