01 6月 澳洲论文不会写：家长和老师都要积极参与孩子的教学过程
然后，家长必须陈述他们的愿望，并开始与参与这一过程的教师进行公开对话。为了更好地理解这一点和其他相关方面，研究人员进行了为期一年的案例研究。本研究的结论是，家长和教师都积极参与孩子的教学过程，提高了对孩子的信任，因此，合作工作将是儿童研究的一个重要发展(Mitchell et al.， 2006)。家长和老师都必须灌输信心，并确保孩子有能力在社区中取得成功。有很多研究表明，老师和家长都应该加强沟通。良好的沟通是建立信任因素的一部分，因此这些方面将确保孩子的发展是积极的(Mitchell et al.， 2006)。本研究的第三个方面是包容性因素。包容性通常是在多样性和文化研究的背景下讨论的。教师可以实行包容的政策，确保家长也参与到政策框架的过程中(Barnett, 1995)。他们可以参与对孩子的评估，并确保他们在这个过程中互相倾听。
The parents must then state their aspiration and initiate in open dialogue with the teachers involved in the process. A one-year case study research was conducted by researchers in order to understand this and other connected aspects better. This research concluded that parents and teachers were both actively involved in the teaching process of the child and improving on trust, and collaborative working would hence be a significant development for childhood studies (Mitchell et al., 2006). The parents and the teacher must both instil confidence and ensure that the child has the tools to succeed in the communities. There has been a number of research that points towards the fact that both the teacher and the parent should improve on their communication. Good communication is a part of building the trust factor and hence these aspects will ensure that the child’s development is positive (Mitchell et al., 2006). A third aspect that is points out in this research is that of the factors of inclusiveness. Inclusiveness is often discussed in the context of diversity and cultural studies. Teachers can practice a policy of inclusiveness, where they can ensure that the parents are also involved in the process of policy frameworks (Barnett, 1995). They can be involved in the assessment of the child and ensure that they listen to each other in this process.
Some of the ways that the study attempted to include the parents were in collecting their opinions directly. Parent teacher interviews were conducted, themes from research interviews were collected and videos were used in order to identify the nature of working of a parent and teacher. Where parents were included in the teaching development at the University it was found that the students were more content. Survey of parents based on research questions were useful to identify the form of value and philosophy that the parents wanted to bring to the school, in addition to feeling included, the parents felt they were being strengthened in the communication they had with the school. The connected collaboration is useful for strengthening ties between parents and the teachers (Wu). Parents provided home portfolios were possible and some others presented videotapes of children and their home activities. Cultural communication, two-way communication and more was possible this way. In the context of understanding one another for improving the education of children, it was hence observed that more trust developed.