Coteaching for parent-school-community engagement: seen through the Four Resources Model

Willis, Linda-Dianne (2015) Coteaching for parent-school-community engagement: seen through the Four Resources Model. Practically Primary, 20 1: 4-6.

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Name Description MIMEType Size Downloads
Author Willis, Linda-Dianne
Title Coteaching for parent-school-community engagement: seen through the Four Resources Model
Journal name Practically Primary
ISSN 1324-5961
Publication date 2015-02
Sub-type Article (original research)
Open Access Status
Volume 20
Issue 1
Start page 4
End page 6
Total pages 3
Place of publication Norwood, SA, Australia
Publisher Australian Literacy Educators' Association
Collection year 2016
Language eng
Abstract This paper reflects on a 2008 project in which a teacher invited two parents1 of students in his class to coteach with him on the topic of War and Refugees (Willis, 2013). Although the project occurred in a Year eight context, it has utility for all teachers in showing how the four resources model (FRM) (Freebody and Luke, 1990) of language and literacy teaching and learning may provide a viewing platform for seeing the benefits and potential of coteaching for parent-school-community engagement. For decades, governments nationally and internationally have actively supported parentschool- community involvement initiatives. In Australia, these include the establishment in 2008 of The Family-School and Community Partnerships Bureau and its recent publication, Parental engagement in learning and schooling: Lessons from research (Emerson, Fear, Fox, and Sanders, 2012). These initiatives derive from strong, consistent research evidence that parent involvement in schools not only benefits students, teachers, and schools but also has wide-ranging implications for education reform, employers and communities, and ultimately Australia's future economic prosperity. These initiatives also continue to inform the Australian Institute for Teaching and School Leadership (AITSL) in identifying ways teachers and school leaders can generate and sustain professional engagement with colleagues, parents, and the community to meet new national teaching standards.
Q-Index Code CX
Q-Index Status Provisional Code
Institutional Status UQ
Additional Notes

Document type: Journal Article
Sub-type: Article (original research)
Collections: Non HERDC
School of Education Publications
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Created: Thu, 05 Mar 2015, 10:39:47 EST by Claire Backhouse on behalf of School of Education