Aims to develop a framework that can provide a total conception of home‐school partnership and can be used to re‐engineer the existing superficial and fragmentary practice of home‐school co‐operation in both Hong Kong and international contexts. Argues that, using this framework to re‐engineer the traditional home‐school relationship and achieve total home‐school partnership, the school, family, education authority, as well as the community should each take on new and differentiated roles and should fulfil the functions and expectations as described in the framework. Addresses how the total home‐school partnership can contribute to the effectiveness of school education according to the seven models of school effectiveness: the goal model, the system‐resource model, the process model, the strategic‐constituencies model, the legitimacy model, the organizational learning model and the ineffectiveness model.
Ming Tam, W., Cheong Cheng, Y. and Ming Cheung, W. (1997), "A re‐engineering framework for total home‐school partnership", International Journal of Educational Management, Vol. 11 No. 6, pp. 274-285. https://doi.org/10.1108/09513549710186911Download as .RIS
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