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Parent-teacher relationships --- #GSDBP --- Parent and teacher --- Parents and teachers --- Teacher and parent --- Teacher-parent relationships --- Teachers and parents --- School management --- Interpersonal relations --- Home and school

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Enseignants et parents --- Ouders en leerkrachten --- Parent and teacher --- Parent-teacher relationships --- Parents and teachers --- Parents et enseignants --- Professeurs et parents --- Relations enseignants-parents --- Relations parents-enseignants --- Relations parents-maitres --- Teacher and parenti651 --- Teacher-parent relationships --- Teachers and parents --- Home and school --- Parent-teacher relationships - Switzerland. --- Home and school - Switzerland.

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Parent-teacher relationships --- Interaction analysis in education --- Interaction analysis in education. --- Parent-teacher relationships. --- Parent and teacher --- Parents and teachers --- Teacher and parent --- Teacher-parent relationships --- Teachers and parents --- Analysis, Interaction (Education) --- Interaction process analysis in education --- Teacher-pupil interaction --- Interpersonal relations --- Home and school --- Observation (Educational method) --- Social interaction --- Teacher-student relationships --- Verbal behavior

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Compensatory education --- -Home and school --- -Compensatory education --- -Parent-teacher relationships --- -#KVHB:Ouders --- #KVHB:Beroepsinformatie; logopedie --- #KVHB:Gezinsrelaties --- Parent and teacher --- Parents and teachers --- Teacher and parent --- Teacher-parent relationships --- Teachers and parents --- Interpersonal relations --- Home and school --- School and home --- Education --- Parent-teacher relationships --- Parents' and teachers' associations --- Education, Compensatory --- Cultural lag --- #KVHB:Ouders

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Winner of the 2006 Edward Fry Book Award presented by the National Reading ConferenceThe voices of teachers, parents, and students create a compelling ethnographic study that examines the debate between traditional and progressive pedagogies in literacy education and the mismatch of cross-cultural discourses between mainstream schools and Asian families. This book focuses on a Vancouver suburb where the Chinese population has surpassed the white community numerically and socioeconomically, but not politically, and where the author uncovers disturbing cultural conflicts, educational dissensions, and "silent" power struggles between school and home. What Guofang Li reveals illustrates the challenges of teaching and learning in an increasingly complex educational landscape in which literacy, culture, race, and social class intertwine. Advocating for a greater cultural understanding of minority beliefs in literacy education and a more critical examination of mainstream instructional practices, Li offers a new theoretical framework and critical recommendations for teachers, schools, and parents.

Parent-teacher relationships --- Literacy --- Children of immigrants --- Asians --- Asian Americans --- Parent and teacher --- Parents and teachers --- Teacher and parent --- Teacher-parent relationships --- Teachers and parents --- Interpersonal relations --- Home and school --- Illiteracy --- Education --- General education --- First generation children --- Immigrants' children --- Second generation children --- Immigrants --- Orientals --- Ethnology --- Social aspects --- Education.