This editorial has been written after months of school closure in some countries. The pandemic has placed unprecedented demands on teachers and necessitated much creative adaptation including distance learning at home. First then, this editorial pays tribute to all the teachers and school leaders whose dedication and ingenuity has seen them through this challenge and enabled them to sustain children’s education. It is hardly surprising that the quality of children’s educational experience has varied. In some countries, the easy availability of tedious commercial online packages in spelling and arithmetic – offered as free tasters initially – has reinforced a test-driven curriculum which already overemphasised these so-called ‘basics’. The economic divisions of our society have become exacerbated for many children growing up in poverty and suddenly expected to learn at home without books, computers or Internet access and often with parents less equipped to help. The crisis is not over. It has been easier for some politicians to push for a reopening of schools than to think in holistic terms of the broader needs of the child. Yet this crisis and the period of recovery could provide an occasion for rethinking the aims and methods of schooling in the 21st century. This includes the complexities of relationship between teachers and parents, a major theme of this issue of the journal. Although the articles were all written before the pandemic hit, they carry important lessons and challenges for the future. Marlon Cummings and Jennifer Olson, from Illinois (United States), look at community partnerships and in particular, the support they can give to schools in disadvantaged neighbourhoods threatened by accountability-driven closure or ‘turnaround’. In this context, teachers can feel overwhelmed and there is a tendency to fall back on deficit views of students and to rely on basic routines which do not engage the students – what have been called ‘pedagogies of poverty’. In this exploratory paper, the authors outline some ways in which working partnerships between teachers and community members can support change. Carmen Álvarez-Álvarez, from the University of Cantabria (Spain), examines a related theme, the role of parents’ associations. This research, a qualitative study in collaboration with parent associations at 36 state schools, found that despite parents’ groups having a legal right to be heard in Spain, in practice, there are often limited channels of communication. Parents were rarely engaged in decision making and often contacted only when the school needed something. This study found substantial desire to be more involved in social and curricular matters. Tanja Lindacher, at the University of Erfurt (Germany) examines co-teaching partnerships between regular and special education teachers. Her article identifies various patterns of co-teaching of pupils with special educational needs, the relative strengths of the partners (specialist knowledge, diagnosis, etc.) and differing perspectives on pedagogical norms. This research highlights the potential for reflective professional relationships to develop stronger understandings of inclusion and how to reach young people with complex needs. 941950 IMP0010.1177/1365480220941950Improving SchoolsEditorial editorial2020

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非常时期

这篇社论是在一些国家学校停课数月后撰写的。大流行对教师提出了前所未有的要求，需要进行很多创造性的调整，包括在家进行远程学习。首先，这篇社论向所有教师和学校领导致敬，他们的奉献精神和聪明才智见证了他们度过了这一挑战，并使他们能够维持儿童的教育。儿童的教育体验质量参差不齐，这不足为奇。在一些国家，在拼写和算术方面的繁琐商业在线软件包（最初作为免费品尝者提供）的容易获得加强了测试驱动的课程，该课程已经过分强调了这些所谓的“基础知识”。许多在贫困中长大的儿童突然希望在没有书本、电脑或互联网接入的情况下在家学习，而且父母往往没有能力提供帮助，因此我们社会的经济分化加剧了。危机还没有结束。对于一些政客来说，推动学校重新开放比从整体的角度考虑儿童更广泛的需求要容易得多。然而，这场危机和复苏期可能为重新思考 21 世纪学校教育的目标和方法提供机会。这包括教师和家长之间关系的复杂性，这是本期杂志的一个主题。虽然这些文章都是在大流行之前写的，但它们为未来带来了重要的教训和挑战。来自伊利诺伊州（美国）的 Marlon Cummings 和 Jennifer Olson，看看社区伙伴关系，特别是他们可以为受问责驱动的关闭或“好转”威胁的弱势社区的学校提供​​支持。在这种情况下，教师可能会感到不知所措，并且倾向于依赖学生的缺陷观点，并依赖于不让学生参与的基本惯例——即所谓的“贫困教学法”。在这篇探索性论文中，作者概述了教师和社区成员之间的工作伙伴关系可以支持变革的一些方式。来自坎塔布里亚大学（西班牙）的 Carmen Álvarez-Álvarez 研究了一个相关的主题，即家长协会的作用。这项研究是与 36 所公立学校的家长协会合作进行的定性研究，发现尽管家长团体在西班牙拥有发表意见的合法权利，在实践中，沟通渠道往往有限。家长很少参与决策，通常只在学校需要时才联系。这项研究发现了更多地参与社会和课程事务的强烈愿望。爱尔福特大学（德国）的 Tanja Lindacher 研究了普通教育教师和特殊教育教师之间的合作教学伙伴关系。她的文章确定了有特殊教育需求的学生共同教学的各种模式、合作伙伴的相对优势（专业知识、诊断等）以及对教学规范的不同看法。这项研究强调了反思性专业关系的潜力，以加深对包容性以及如何接触有复杂需求的年轻人的理解。941950 IMP0010。