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Dr. Gail Burnaford portrait

Dr. Gail Burnaford

Professor, Florida Atlantic University College of Education, Department of Curriculum, Culture, and Educational Inquiry

I am a parent of two grown children.  When both were in high school, I remember attending a parent forum at the high school.  Because I was an educator and a former high school teacher, I thought there wouldn't be much for me to learn.  Well, was I mistaken.  I remember feeling deeply appreciative of how the high school made an effort to provide 'professional development' for parents.

Now I work with experienced teachers every day who are eager to know how best to communicate and work with parents in a way that is helpful to students.  Overinvolved? Underinvolved?  These are issues that we as a community need to keep discussing.  I am particularly interested in how schools can provide initiatives, projects and experiences that connect young people and their parents/guardians in engaging ways that improve the community.    I'm also interested in what community members might suggest for those of us in universities who work with teachers.  What should we be doing with teachers on this topic?  And finally, I'm interested in what other parents have to say about how their children's teachers and school leaders have made a difference in their lives.

Posted 07.06.2012

Of course it depends on what you mean by 'involved', doesn't it? I believe that children need to learn to communicate and address the challenges of their own learning as much as possible without parents defending them or stepping in for them. On the other hand, if 'involved' means knowledgeable and active in supporting the school and the teachers, then of course, that's necessary throughout a young person's educational life. Young people need to know they have someone in their corner - but they don't need someone to step in and do things FOR them!

Posted 06.20.2012

I love the idea of parent/teacher/child interactions. I wonder whether actual activities together might be really interesting. For older students, what might it be like if multigenerational teams (teachers, students and parents) volunteered at Habitat for Humanity for a day, for example? Or what about literature circles with young children, parents/grandparents and teachers? (I'd love to see preservice teachers engage in these ways with parents too. Now, if we could just find the time...