Η συνεργασία σχολείου-οικογένειας μέσω της γονικής συμμετοχής στο πλαίσιο του αειφόρου σχολείου
Abstract
Environmental and Sustainability Education (ESE) involves a transformative pedagogical process, which seeks to create a new educational framework. The sustainable school adopts the principles of ESE and transforms to a learning organization, in three connected levels of operation, encouraging collaborative processes and promoting school-community cooperation. School-family collaboration through parental involvement can play an important role in these goals. We examine the research activity regarding the factors that influence parental involvement and its benefits in children’s education, in conjunction with the Epstein et al.’s typology of involvement (2019). Types such as, parenting, communicating, volunteering, learning at home, reinforce the possibility of all parents to participate in their children’s education and overcome the obstacles that limit the collaboration between school and family. The design and the implementation of different types of parental involvement will promote positive outcomes for students, teachers, and parents. Similar results occurred in the doctoral thesis carried out under the supervision of Emeritus Professor E. Flogaiti, entitled, “School-family collaboration in the context of the sustainable school. Action research in a nursery school”.
Article Details
- How to Cite
-
Ναούμ Έ. (2023). Η συνεργασία σχολείου-οικογένειας μέσω της γονικής συμμετοχής στο πλαίσιο του αειφόρου σχολείου . Environmental Education for Sustainability, 5(1), 200–217. https://doi.org/10.12681/ees.35782
- Section
- Articles
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a CC-BY-NC-SA that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.Downloads
Download data is not yet available.
References
Abell, S. K. (2000). From professor to colleague: Creating a professional identity as collaborator in elementary science. Journal of Research in Science Teaching, 37(6), 548-562.
Abraham, T., Nikolopoulou, A., Mirbagheri, F. (2010). Education for Sustainable Development: Challenges, Strategies and Practices in a Globalizing World. SAGE Publications.
Adams, G. & Ryan, B. (2005). The family-school relationships model: Parental influences on school success. In M. Kane (Ed.), Contemporary issues in parenting (Chapter 6). Nova Publishing.
Axford, N.; Berry, V., Lloyd, J.; Moore, D.; Rogers, M.; Hurst, A.; Blockley, K.; Durkin, H.; Minton, J. (2019). How can schools support parents’ engagement in their children’s learning? Evidence from research and practice. London: Education Endowment Foundation.
Baker, P.H. and Murray, M.M. (2011). Building community partnerships: Learning to serve while learning to teach. The School Community Journal, 21(1), 113-127
Bakker, J., & Denessen, E. (2007). The concept of parent involvement. Some theoretical and empirical considerations. International Journal about Parents in Education, 1, 188-199.
Ballantyne, R., Fien, J. & Packer, J. (2001a). Program effectiveness in facilitating intergenerational influence in Environmental Education: Lessons from the field. The Journal of Environmental Education, 32(4), 8-15.
Barger, M., Moorman Kim, E., Kuncel, N., & Pomerantz, E. (2019). The relation between parents’ involvement in children’s schooling and children’s adjustment: A meta-analysis. Psychological Bulletin, 145(9), 855–890. DOI 10.1037/bul0000201
Belanger, P. (2003). Learning environments and environmental education. In L. Hill &D. Clover (Eds). Environmental adult education: Ecological learning, theory, and practice for socioenvironmental change (79-88). New Directions for Adult and Continuing Education, No. 99. San Francisco: Jossey-Bass.
Bonnett, M. (2017). Sustainability and Human Being: Towards the Hidden Centre of Authentic Education. In B. Jickling & S. Sterling (Eds.). Post-Sustainability and Environmental Education: Remaking Education for the Future (pp.79-92). Cham: Springer Nature.
Boonk, L., Gijselaers, H., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10-30. DOI https://www.doi.org/10.1016/j.edurev.2018.02.001
Bourdieu, P. and Passeron, J.(1990). Reproduction in Education, Society and Culture. London: Sage.
Brossard, M., Cardoso, M., Kamei, A., Mishra, S., Mizunoya, S., & Reuge, N. (2020). Parental Engagement in Children’s Learning. Retrieved: April 2022 from: https://www.unicef-irc.org/publications/1091-parental-engagement-in-childrens-learning.html
Γεωργίου, Σ. (2000α). Σχέση Σχολείου-Οικογένειας και Ανάπτυξη του Παιδιού. Αθήνα: Ελληνικά Γράμματα.
Γεωργίου, Σ., Τσουρής, Χ., Σταύρου, Χ., Μιχαήλ, Α., Παύλου, Ε., Χριστοδούλου, Ε. & Πλησσή, Π. (1997). Συνεταιρισμός στην Εκπαίδευση: Πολυτέλεια ή αναγκαιότητα; Ποιότητα στην Εκπαίδευση, 95-16. Λευκωσία: Παιδαγωγική Εταιρεία Κύπρου.
Camarero-Figuerola, M., Dueñas, J. M., & Renta-Davids, A. I. (2020). The relationship between family involvement and academic variables: A systematic review. Research in Social Sciences and Technology, 5(2), 57-71. https://www.doi.org/10.46303/ressat.05.02.4
Carter, S. (2002). The impact of parent/family involvement on student outcomes: An annotated bibliography of research from the past decade. Eugene, OR, USA: CADRE.
Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., and Gaviria, J. J. (2015). Parental involvement on student academic achievement: a meta-analysis. Educational Research Review, 14, 33–46. doi: https://www.doi.org/10.1016/j.edurev.2015.01.002
Cheung, A., & Slavin, R. (2016). How methodological features affect effect sizes in education. Educational Researcher, 45(5), 283–292. DOI https://www.doi.org/10.3102/0013189X16656615
Christenson, S. L., (2004). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Quarterly, 18 (4), 454-482.
Coppieters, P. (2005). Turning schools into learning organizations. European Journal of Teacher Education. 28(2), 129-139.
Czippan, K., Varga, A. and Benedict, F. (2010). Support. Partnership and Participation for a Sustainable Tomorrow. Education and Culture DG. Lifelong Learning Programme.
Δασκολιά, Μ., & Κουκουζέλη, Β. (2021). Εκπαίδευση Waldorf και Αειφόρο Σχολείο. Διερευνώντας τη σύγκλιση ανάμεσα σε δύο εκπαιδευτικά μοντέλα μέσα από μια αφηγηματική έρευνα. Περιβαλλοντική Εκπαίδευση για την Αειφορία, 3(2), 65-80. Ανάκτηση: Ιούνιος 2023: https://ejournals.epublishing.ekt.gr/index.php/enveducation/article/view/28816.
Δασκολιά, M., Κέκερη, E.,Τσεβρένη, I. (2020). Τα παιδιά ως ερευνητές στο πλαίσιο του αειφόρου σχολείου. Περιβαλλοντική Εκπαίδευση για την Αειφορία, 2(2), 1-18. Ανάκτηση: Απρίλιος 2022 από: https://doi.org/10.12681/ees.22975
Δασκολιά, Μ. (2017). Περιβαλλοντική συνείδηση και συμπεριφορά. Στο: Ε.Ι. Μανωλάς (επ.), Περιβαλλοντική Κοινωνιολογία, 215-240. Αθήνα: Gutenberg.
Deri, A. (2005). Μάθηση για τη βιωσιμότητα βασισμένη στην κοινότητα [Sustainable learning based on the community]. Στο Α.Δ. Γεωργόπουλος (επ.), Περιβαλλοντική Εκπαίδευση, ο νέος πολιτισμός που αναδύεται,719-752. Αθήνα: Gutenberg.
Daskolia, M., & Koukouzeli, V. (2023). How Sustainable Is a Waldorf School? Exploring the Congruence between Waldorf Education and the Sustainable School Approach in a Greek School Case Study. Education Sciences, 13(4), 403. Retrieved: June 2023 from: https://www.mdpi.com/2227-7102/13/4/403.
Davies, B.& Davies, B. (2004). Strategic leadership. Strategic Leadership and Management, 24(1),29-38.
DfES (Department for Education and Skills), (2006). The Early Years Foundation Stage. Consultation document. London. DfES Publications.
Dodd, A. W., & Konzal, J. L. (2000). Parents and educators as partners. The High School Magazine, 7(5), 8-13.
Driessen, G. (2020). The evidence for the effectiveness of family– and center-based early childhood education programs. International Journal of Pedagogy, Innovation and New Technologies, 7(1), 106–115.
Driessen, G. (2021). Parental involvement: Types and effects. Research Gate. Retrieved: June 2022 from: https://www.researchgate.net/publication/355035272_Parental_involvement_Types_and_effects
Driessen, G., Smit, F., & Sleegers, P. (2005). Parental involvement and educational achievement. British Educational Research Journal, 31(4), 509–532. DOI https://www.doi.org/10.1080/01411920500148713
Epstein, J. L. & Sheldon, S. B. (2006). Moving forward: Ideas for research on school, family, and community partnerships. In C. F. Conrad & R. Serlin (Eds.) SAGE handbook for research in education: Engaging ideas and enriching inquiry (pp. 117-137). Thousand Oaks, CA: Sage Publications.
Epstein, J. L. & Sheldon, S. B. (2019). The importance of evaluating programs of school, family and community partnerships. Aula Abierta, 48(1), 31-42. Retrieved: October 2021 from: file:///C:/Users/User/Downloads/The_importance_of_evaluating_programs_of_school_fa%20(1).pdf
Epstein, J. L. (1986). Parents’ Reactions to Teacher Practices of Parental Involvement. Elementary School Journal, 56, 277–94.
Epstein, J. L. (1995). School, Family, Community Partnerships: Caring for the Children We Share. Phi Delta Kappan, 77, 701–12.
Epstein, J. L. (2001). School, Family, and Community Partnerships: Preparing Educators and Improving Schools. Boulder, CO: Westview Press.
Epstein, J. L., & Sheldon, S. B. (2002). Present and accounted for: Improving student attendance through family and community involvement. Journal of Educational Research, 95, 308-318.
Epstein, J. L., Sanders, M., Sheldon, S., Simon, B., Salinas, K., Jansorn, N., Van Voorhis, F., Martin, C., Thomas, B., Greenfeld, M., Hutchins, D., Williams, K. (2019). School, family and community partnerships: Your handbook for action. (4rd ed.). Thousand Oaks, CA: Corwin Press.
Epstein, J., & Sanders, M. (2000). Connecting home, school and community. New directions for social research. In M. T. Hallinan (Ed.) Handbook of the Sociology of Education, (Chapter 12, pp. 285-306). New York: Kluwer Academic/Plenum Publishers.
Espinet, M., Zachariou, A. (2014). Key Stones on School Community Collaboration for Sustainable Development. EU LLP CoDeS Schools and Communities – Working together on Sustainable Development. Retrieved: October 2017 from: https://ensi.org/global/downloads/Publications/369/CoDeS-Key%20Stones.pdf
Fan, X. & Chen, M. (2001).Parental involvement and students' academic achievement: A meta-analysis. Educational Psychology Review, 13, 1-22.
Fantuzzo, J. P., Marlo A. & Childs, S. (2006). Parent satisfaction with educational experiences scale: A multivariate examination of parent satisfaction with early childhood education programs. Early Childhood Research Quarterly, 21(2), 142-152.
Fernández-Alonso, R., Álvarez-Díaz, M., Woitschach, P., Suárez-Álvarez, & Cuesta, M. (2017). Parental involvement and academic performance: Less control and more communication. Psicothema, 29, 453–461.
Flogaitis, E., Nomikou, C., Naoum, E. & Katsenou, C. (2012).Investigating the possibilities of creating a community of practice.Action research in three educational institutions. Journal for Critical Education Policy Studies, 10(1), 217-233. Retrieved: June 2020, from: http://www.jceps.com/archives/701
Ford, L. & Amaral, D. (2006). Research on parent involvement: Where we’ve been and where we need to go. School Leadership Research, 1(6), 1-20.
Georgiou, S. N. (1997). Parental Involvement: Definition and Outcomes. Social Psychology of Education, 1, 189-209. https://doi.org/10.1007/BF02339890
Gonzalez-DeHass A.R., Willems P.P., Holbein M.F (2005). Examining the relationship between parental involvement and student motivation. Educational Psychology Review, 17, 99–123.
Goodall, J., & Montgomery, C. (2014). Parental involvement to parental engagement: A continuum. Educational Review, 66(4), 399–410. Retrieved: October 2021 from: https://doi.org/10.1080/00131911.2013.781576
Gough, A. (2005). Sustainable schools: Renovating educational processes. Applied Environmental Education and Communication, 4(4), 339–351. Retrieved: October 2017 from: https://doi.org/10.1080/15330150500302205.
Harris, A., & Goodall, J. (2008). Do parents know they matter? Engaging all parents in learning. Educational Research, 50(3), 277–289. Retrieved: October 2017 from: https://doi.org/10.1080/00131880802309424
Hattie, J. (2009). Visible learning. A syntheses of over 800 meta-analyses relating to achievement. London, UK/New York, USA: Routledge
Henderson, A., & Mapp, K. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX, USA: National Center for Family & Community Connections with Schools/Southwest Educational Development Laboratory
Henderson, K. and Tilbury, D. (2004). Whole school approaches to sustainability: An international review of sustainable school programs. Report prepared by Macquarie University for the Australian Government Department of the Environment and Heritage. Sydney, NSW: Macquarie University. Retrieved: January 2009, from: http://www.aries.mq.edu.au/project.htm
Hill, N. E. and Taylor, L. C. (2004). Parent-School Involvement and Children’s Academic Achievement: Pragmatics and Issues. Current Directions in Psychological Science, 13, 161–164.
Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740-763. doi: https://www.doi.org/10.1037/a0015362
Hong, S., & Ho, H.-Z. (2005). Direct and indirect longitudinal effects of parental involvement on student achievement: Second-order latent growth modeling across ethnic groups. Journal of Educational Psychology, 97(1), 132-42.
Hoover-Dempsey, K. V., Battiato, A. C., Walker, J. M. T., Reed, R. P., DeJong, J. M. and Jones, K. P. (2001). Parent Involvement in Homework. Educational Psychologist, 36(3),195–209.
Huckle, J. (2006). Realizing sustainability in changing times. In J. Huckle & S. Sterling (Eds.). Education for Sustainability, pp. 3-17. London: Earthscan.
Huckle, J. (2009). Sustainable schools: Responding to new challenges and opportunities. Geography, 94(1), 13-21.
Jensen, B. B. (2005). Education for Sustainable Development - Building Capacity and Empowerment through ESD. Conference report on Education for Sustainable Development in Esbjerg, Denmark. Vienna: Austrian Federal Ministry for Education, Science and Culture. Retrieved: February 2015, from http://www.ubu10.dk/downloadfiles/Seed%20Conference%20Report.pdf.
Jeynes, W. (2012). A meta-analysis of the effi cacy of different types of parental involvement programs for urban students. Urban Education, 47(4), 706–742, DOI https://www.doi.org/10.1177/0042085912445643
Jeynes, W.H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40(3), 237-269. Retrieved: June 2010, from http://uex.sagepub.com/cgi/content/abstract/40/3/237
Jordan, C., Orozco, E., & Averett, A. (2001). Emerging issues in school, family & community connections. Annual synthesis 2001. Austin, TX, USA: National Center for Family & Community Connections with Schools/Southwest Educational Development Laboratory.
Kaplan-Toren, N. (2013). Multiple dimensions of parental involvement and its links to young adolescent self-evaluation and academic achievement. Psychology in the Schools, 50(6), 634-649.
Khajehpour, M. & Ghazvini, S.D. (2011). The role of parental involvement affect in children’s academic performance. Procedia Social and Behavioral Sciences, 15, 1204–1208. Retrieved: October 2021 from: file:///C:/Users/User/Downloads/The_role_of_parental_involvement_affect_in_childre.pdf
Kim, S. (2020). Meta-analysis of parental involvement and achievement in East Asian countries. Education and Urban Society, 52(2), 312 – 337. DOI https://www.doi.org/10.1177%2F0013124519842654
Kim, Y. (2009). Minority parental involvement and school barriers: Moving the focus away from deficiencies of parents. Educational Research Review, 4(2), 80-102. Retrieved: October 2021 from: https://doi.org/10.1016/j.edurev.2009.02.003
Kraft, M.A., & Rogers, T. (2014). Teacher to parent communication: Experimental evidence from a low-cost communication policy. Society for Research on Educational Effectiveness ED563011. Retrieved: October 2021, from https://eric.ed.gov/?id=ED563011
Λιαράκου, Γ. & Φλογαΐτη Ε. (2007). Από την Περιβαλλοντική Εκπαίδευση στην Εκπαίδευση για την Αειφόρο Ανάπτυξη: Προβληματισμοί, Τάσεις και Προτάσεις. Αθήνα: Νήσος.
Λιαράκου, Γ. & Φλογαΐτη, Ε. (2008). Έρευνα και Εκπαίδευση για την Αειφόρο Ανάπτυξη. Αντί Εισαγωγής. Στο Ε. Φλογαΐτη & Γ. Λιαράκου (επιστημονική επιμέλεια). Η Έρευνα στην Εκπαίδευση για την Αειφόρο Ανάπτυξη, 13-50. Αθήνα: Ελληνικά Γράμματα.
LaRocque, M., Kleiman, I., & Darling, S.M. (2011). Parental involvement: The missing link in school achievement. Preventing School Failure, 55(3). 115-122. doi: https://www.doi.org/10.1080/10459880903472876.
Liou, S.T. & Kaplan,S. (2006). An intergenerational approach for enriching children's environmental attitudes and knowledge. Applied Environmental Education and Communication, 5, 9-20.
Ματσαγγούρας, Η. & Μακρή-Μπότσαρη, Ε. (2003). Επαγγελματική ικανοποίηση και αυτοεκτίμηση εκπαιδευτικών: Εννοιολογική οριοθέτηση, σπουδαιότητα και παράγοντες πρόβλεψης. Κίνητρο, 5, 157-172.
Ματσαγγούρας, Η. (2000β). Ομαδοσυνεργατική διδασκαλία και μάθηση. Αθήνα: Γρηγόρης.
Ματσαγγούρας, Η. (2008). Σχέσεις σχολείου και οικογένειας: Εναλλακτικές θεωρήσεις του περιεχομένου και του πλαισίου των σχέσεων. Στο Α. Μπρούζος, Π. Μισαηλίδη, Α. Εμβαλωτής και Α. Ευκλείδη (επ.), Σχολείο και Οικογένεια, 6, 35-68. Επιστημονική Επετηρίδα της Ψυχολογικής Εταιρίας Βορείου Ελλάδος. Αθήνα: Ελληνικά Γράμματα.
Mapp, K. L., & Kuttner, P. J. (2014). Partners in education: A dual capacity-building framework for family–school partnerships (Research Report). Retrieved: June 2022, from Southwest Educational Development Laboratory website: http://www.sedl.org/pubs/framework/
McNeal Jr, R. B. (2014) Parent Involvement, Academic Achievement and the Role of Student Attitudes and Behaviors as Mediators. Universal Journal of Educational Research, 2(8), 564-576.
McNeal, R. B., Jr. (2015). Parent involvement and student performance: The influence of school context. Educational Research for Policy and Practice, 14, 153–167. https://doi.org/gfj8mn
Mogensen, F. and Mayer, M. (2005). Perspectives on Environmental Education – a critical framework. In F. Mogensen and M. Mayer (eds) ECO-Schools: Trends and Divergences. A comparative Study on ECO-school development processes in 13 countries, pp. 10-25. Vienna: Austrian Federal Ministry of Education, Science and Culture, ENSI – SEED.
Μυλωνάκου‐Κεκέ Η. (2009). Συνεργασία σχολείου, οικογένειας και κοινότητας. Θεωρητικές προσεγγίσεις και πρακτικές εφαρμογές. Αθήνα: Παπαζήσης.
Munn, P. (1993). Parents and schools: customers, managers, or partners. London: Routledge.
Murray MM, Mereoiu MM. (2015). Teacher-parent partnership: An authentic teacher education model to improve student outcomes. Journal of Further and Higher Education, 40(2),1–17. doi: https://www.doi.org/10.1080/0309877X.2014.971108.
Murry, V.M., Berkel, C., Brody, G.H., Miller, S.J., & Chen, Y. (2009). Linking parental socalization to interpersonal protective processes, academic self-presentation, and expctations among rural African American youth. Cultural Diversity and Ethnic Miority Psychology, 15(1), 1-10. doi: https://www.doi.org/10.1037/a0013180.
Ναούμ, Έ. (2014). Συνεργασία σχολείου - οικογένειας στο πλαίσιο του αειφόρου σχολείου: μια έρευνα δράσης σε νηπιαγωγείο. Διδακτορική διατριβή. Τμήμα Εκπαίδευσης και Αγωγής στην Προσχολική Ηλικία (ΤΕΑΠΗ). Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών.
Παπαγεωργίου, Η.Β. (2008). Συνεργασία γονιών και σχολείου. Γιατί και πώς; Θεσσαλονίκη: Βανιάς.
Πεντέρη Ε. & Πετρογιάννης Κ. (2013). Σύνδεση σχολείου-οικογένειας και το ζήτημα της μεταξύ τους συνεργασίας: Kριτική παρουσίαση βασικών θεωρητικών μοντέλων. Έρευνα στην Εκπαίδευση, 1(1), 2–26. Ανάκτηση: Απρίλιος 2022 από: https://doi.org/10.12681/hjre.8790
Patrikakou, E., Weissberg, R., Redding, S., Walberg, H. (2005). School-Family Partnerships for Children's Success. New York and London: Teachers College Press.
Pelco, L. E., Jacobson, L., Ries, R. R. and Melka, S. (2000). Perspectives and Practices in Family-School Partnerships: A National Survey of School Psychologists. School Psychology Review, 29(2), 235–50.
Peters, M., Seeds, K., Goldstein, A., Coleman, N. (2008). Parental involvement in children’s education 2007 (Research Report DCSF-RR034). London, England: Department for Children, Schools and Families.
Posch, P. (1999). The Ecologisation of Schools and its Implications for Educational Policy. Cambridge Journal of Education, 29(3), 341–348. Retrieved: October 2021 from: https://doi.org/10.1080/0305764990290304.
Posey-Maddox, L. & Haley-Lock, A. (2016). One size does not fit all: Understanding parental engagement in the contexts of work, family, and public education. Urban Education, 1-28. Sage.
Preston, J. P., MacPhee, M. M., & Roach O’Keefe, A. (2018). Kindergarten teachers’ notions of parent involvement and perceived challenges. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 53(3). Retrieved: October 2021 from: https://doi.org/10.7202/1058416ar
Prieto, J. P. (2018). Enhancing the quality of early childhood education and care: ECEC tutors’ perspectives of family engagement in Spain. Early Child Development and Care, 188(5), 613-623. Retrieved: October 2021 from: https://doi.org/10.1080/03004430.2017.1417272
Πυργιωτάκης, Ι.Ε. (2003). Κοινωνικοποίηση και εκπαιδευτικές ανισότητες (9η εκδ.). Αθήνα: Γρηγόρης.
Rauch, F. (2002). The Potential of Education for Sustainable Development for Reform in Schools. Environmental Education Research, 8(1), 43-51. Retrieved: October 2021 from: https://doi.org/10.1080/13504620120109646.
Sanders, M. (2006). Building school-community partnerships: Collaboration for student success. Thousand Oaks, CA: Corwin Press.
Sanders, M. (2010). Parents as Leaders: School, Family, and Community Partnerships in Two Districts. In D. Houston, A. Blankstein, and R. Cole (Ed.). Leadership for Family and Community Involvement. Thousand Oaks, CA: Corwin Press.
Sauvé, L. (2005). Currents in environmental education: Mapping a complex and evolving pedagogical field. Canadian Journal of Environmental Education 10(1), 11–37. Retrieved: January 2015, from: https://files.eric.ed.gov/fulltext/EJ881772.pdf.
Sawyer, M. (2015). Bridges: Connecting with families to facilitate and enhance involvement. Teaching Exceptional Children, 47(3), 172-179. doi:10.1177/0040059914558946.
Scott, W. & Gough, S. (2012). Sustainable Development and Learning: Framing the issues. London: Routledge Falmer.
Seginer, R. (2006) Parents’ educational involvement: A developmental ecology perspective. Parenting: Science and Practice, 6(1), 1-48.
Senge, P. M. (2007). Schools that learn. London-Boston: Nicholas Brealey Publishing.
Shute, V., Hansen, E., Underwood, J., & Razzouk, R. (2011). A review of the relationship between parental involvement and secondary school students’ academic achievement. Education Research International, 1–10, DOI https://www.doi.org/10.1155/2011/915326
Smyth, J. & Hattam, R.(2002). Early school leaving and cultural geography of highs schools. British Educational Research Journal, 28(3), 375-397.
Suizzo, M.-A., Pahlke, E., Yarnell, L., Chen, K.-Y., & Romero, S. (2014). Home-based parental involvement in young children’s learning across U. S. ethnic groups: Cultural models of academic socialization. Journal of Family Issues, 35, 254–287. https://doi.org/10.1177/0192513X12465730
Sukhbaatar, B. (2018). Preservice teachers’ views on working with diverse families in Mongolia. School Community Journal, 28(1), 295–318. Retrieved: from http://www.schoolcommunitynetwork.org/SCJ.aspx
Συμεού, Λ. (2003). Σχέσεις σχολείου-οικογένειας: έννοιες, μορφές και εκπαιδευτικές συνεπαγωγές. Παιδαγωγική Επιθεώρηση, 36, Das101-113.
Συμεού, Λ. (2006). Εγκυρότητα και αξιοπιστία στην ποιοτική έρευνα: Το παράδειγμα μιας έρευνας για τη συνεργασία σχολείου-οικογένειας. Πρακτικά IΧ Συνεδρίου Παιδαγωγικής Εταιρείας Κύπρου. Εκπαιδευτική έρευνα στην Κύπρο: Προτεραιότητες και προοπτικές, 1055-1064. Λευκωσία: Πανεπιστήμιο Κύπρου.
Συμεού, Λ., Ζαχαρίου, Α, & Βαλανίδης, Ν. (2007). Συμμετοχή των γονέων σε περιβαλλοντικά προγράμματα δράσης στην κοινόητα: Η εμπειρία γονέων της Κύπρου. Επιστήμες της Αγωγής, 4, 197-211.
Ταμουτσέλη, Κ, (2011). Συμμετοχικότητα, Περιβαλλοντική Εκπαίδευση και Εκπαίδευση για τη Βιώσιμη Ανάπτυξη. Στο R.A.Hart, Τα παιδιά συμμετέχουν. Θεωρία και πρακτική της εμπλοκής παιδιών στην ανάπτυξη της κοινότητας και τη φροντίδα του περιβάλλοντος, 11-20. Πρόλογος-Επιμέλεια: Κ. Ταμουτσέλη. Αθήνα: Eπίκεντρο.
Tal, R. T. (2004). Community-based environmental education a case study of teacher-parent collaboration. Environmental Education Research, 10(4), 523-543.
Thijs, J. & Eilbracht, L. (2012). Teachers’ perceptions of parent-teacher alliance and student-teacher relational conflict: Examining the role of ethnic differences and disruptive” behavior. Psychology in the Schools, 49(8).
Tucker S., Lanningham-Foster L., Murphy J., Olsen G., Orth K., Voss J., (2011). A school-based community partnership for promoting healthy habits for life. Journal of Community Health, 36, 414-422.
UN (2015). Transforming our world: the 2030 Agenda for Sustainable Development. New York: United Nations. Retrieved: December 2021, from https://sustainabledevelopment.un.org/content/documents/21252030%20Agenda%20for%20Sustainable%20Development%20web.pdf.
UNCED (1992). Agenda 21: Earth Summit. The United Nations Programme of Action from Rio. Rio de Janeiro: UNCED. Retrieved: March 2015, from https://sustainabledevelopment.un.org/content/documents/Agenda21.pdf.
UNESCO (2007). The UN Decade of Education for Sustainable Development (DESD 2005- 2014): The First Two Years. Paris: UNESCO. Retrieved: June 2022, from http://unesdoc.unesco.org/images/0015/001540/154093e.pdf.
UNESCO (2012a). Shaping the Education of Tomorrow: 2012 Full-length Report on the UN Decade of Education for Sustainable Development. Paris: UNESCO. Retrieved: June 2022, from https://sustainabledevelopment.un.org/content/documents/919unesco1.pdf.
Vare, P., & Scott, W. (2007). Learning for a Change: Exploring the Relationship Between Education and Sustainable Development. Journal of Education for Sustainable Development, 1(2), 191–198. Retrieved: April 2022 from: https://doi.org/10.1177/097340820700100209.
Vauchan, C., Gack, J., Solorazano, H. & Ray, R. (2003) The effect of Environmental Education on school children, their parents, and community members: A study of intergenerational and intercommunity learning, The Journal of Environmental Education, 34(3), 12-21.
Vyverman, V., & Vettenburg, N. (2009). Parent participation at school: A research study on the perspectives of children. Childhood: A Global Journal of Child Research, 16(1), 105–123. Retrieved: April 2022 from: https://doi.org/10.1177/0907568208101693
Wilder, S. (2014). Effects of parental involvement on academic achievement: a meta synthesis. Educational Review, 66(3), 377–397. Retrieved: April 2022 from: https://doi.org/10.1080/00131911.2013.780009
Winthrop, R., Ershadi, M., Angrist, N., Bortsie, E. & Matsheng, M. (2020). A historic shock to parental engagement in education: Parent perspectives in Botswana during COVID-19. Brookings Institution. Retrieved: June 2022 from: file:///C:/Users/User/Downloads/Ahistoricshocktoparentalengagementineducation%20(1).pdf
Winthrop, R., Barton, M.E. & Ziegler, L. (2021). Collaborating to transform and improve education systems. A playbook for family- school engagement. Washington, DC: Brookings Center for Universal Education. Retrieved: April 2022 from: file:///C:/Users/User/Desktop/Family_School_Engagement_Playbook_FINAL%202022.pdf
Yulianti, K., Denessen, E., & Droop, M. (2019). Indonesian parents’ involvement in their children’s education: A study in elementary schools in urban and rural Java, Indonesia. School Community Journal, 29(1), 253- 278. https://files.eric.ed.gov/fulltext/EJ1219794.pdf
Φλογαΐτη, Ε. (2011). Εκπαίδευση για το Περιβάλλον και την Αειφορία, Αθήνα: Πεδίο. (1η εκδ., 2006). Αθήνα: Ελληνικά Γράμματα.
Φλογαΐτη, E., Λιαράκου, Γ., Γαβριλάκης, Κ. (2021). Συμμετοχικές μέθοδοι διδασκαλίας και μάθησης. Εφαρμογές στην εκπαίδευση για το περιβάλλον και την αειφορία. Αθήνα: Πεδίο.
Zachariou, A. and Kadji-Beltran, C. (2009). ‘Cypriot primary school principals’ understanding of Education for Sustainable Development key terms and their opinions about factors affecting its implementation. Environmental Education Research. 15(3), 315-342.
Zachariou, A. & Symeou, L. (2009). The Local Community as a Means for Promoting Education for Sustainable Development. Applied Environmental Education & Communication, 7(4), 129-143.
