ABSTRACT Engaging parents and children in family learning generates collaborative partnerships and can increase children’s attainment, but headteachers’ (HTs) views affect the nature of these Home–School Partnership (HSPs). This study into family-learning programmes (FLPs) in socio-economically disadvantaged areas in one Scottish city investigates what leads to more inclusive HSPs. Interviews were conducted in 2017 with 5 HTs, 7 family-learning practitioners (FLs) and 10 mothers. Previous research has found that if HTs hold a deficit conceptualisation of parents, this had a negative effect on their readiness to engage with the school. The authors’ study found that this negativity could be mitigated by FLs because they fostered parents’ own knowledge and realisation that they were important actors in their children’s education. It presents an extended typology of HSPs – nominal, traditional and authentic – that incorporates the influence of HTs, FLs and parents and shows how more equal HSPs might be developed.

中文翻译：

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建立家校伙伴关系：校长、家庭学习从业者和家长的角色

摘要让父母和孩子参与家庭学习会产生合作伙伴关系，并可以提高孩子的成就，但校长 (HT) 的观点会影响这些家庭-学校伙伴关系 (HSP) 的性质。这项针对苏格兰城市社会经济弱势地区家庭学习计划 (FLP) 的研究调查了导致更具包容性的 HSP 的原因。2017 年对 5 名 HT、7 名家庭学习从业者 (FL) 和 10 名母亲进行了采访。先前的研究发现，如果 HT 对父母的概念化存在缺陷，这会对他们与学校互动的准备产生负面影响。作者的研究发现，FLs 可以减轻这种消极情绪，因为他们培养了父母自己的知识并意识到他们是孩子教育的重要参与者。