| 000 | 01535cam a2200229 4500500 | ||
|---|---|---|---|
| 005 | 20250112054000.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aKakpo, Séverine _eauthor |
| 700 | 1 | 0 |
_a Rayou, Patrick _eauthor |
| 245 | 0 | 0 | _aExpert parental support, the contribution of parent-teachers |
| 260 | _c2019. | ||
| 500 | _a75 | ||
| 520 | _aThis article presents the findings of research conducted from observations and interviews concerning five families with at least one parent-teacher. It analyses the various forms of resources available to these teachers to support their children’s homework. It identifies the type of system they use for this purpose, the educational principles that organise it while also giving an insight into their aid practices. Although the literature studied cannot be used to compare their practices with those of other parents from similar or different social groups, it does demonstrate the capabilities of these parents who know, and can, check their children’s work. Most importantly, the parents can pinpoint their children’s strengths and weaknesses and help them take the necessary steps for academic success by assessing their potential for improvement. | ||
| 690 | _aautonomy | ||
| 690 | _aparents | ||
| 690 | _ateaching aid | ||
| 690 | _ahomework | ||
| 690 | _ateacher | ||
| 786 | 0 | _nRevue française de pédagogie | o 203 | 2 | 2019-11-07 | p. 15-28 | 0556-7807 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-revue-francaise-de-pedagogie-2018-2-page-15?lang=en |
| 999 |
_c212646 _d212646 |
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