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Promoting a Culture of Parent Collaboration and Trust: An Empirical Study

By Curt M. Adams and Patrick B. Forsyth


This study investigated the effects of formalized and centralized school structures on two emergent concepts in the study of school reform, trust and collaboration. Trust and collaboration were examined from the perspective of parents, as opposed to internal school agents such as teachers or students. Three hierarchical multiple regressions identified the effects of an enabling school structure on parent-school trust, parent-principal trust, and parent collaboration. Authors found that rules and formal control structures can be applied in ways that foster a culture supportive of parent trust and collaboration. Further, such structures mitigate the negative influence of non-manipuable contextual conditions. Parent Collaboration and Trust

Year: 2006
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