“'chasm”往往是創(chuàng)造健康失調(diào)的老師和父母/家庭之間的教師信念影響較大（斯威克，2004）。教師信念包括許多隱藏的假設(shè)和概括的影響往往是孤立的經(jīng)驗和因素。在變化的時代，信仰通常會顯示在行動，可能代表人們的最好，但非常不完整的反應(yīng)壓力。例如，我們（教師和教師教育者）可能會說，我們相信在父母/家庭參與，但當(dāng)面對父母看事情不同，我們可能不會改變我們的實際關(guān)系（曼娜岡薩雷斯，，1994）。因此，本文旨在提供洞察教師信念的作用，父母和家庭參與，支持或抑制父母和家庭參與的關(guān)系，孩子和家庭的關(guān)系。作者的目的是提供積極的信念和策略，發(fā)展家庭和學(xué)校之間的關(guān)系。

INTRODUCTION 介紹

The ‘‘chasm’’ that often develops to create unhealthy dissonance between teacher and parents/ families is greatly influenced by teacher beliefs (Swick, 2004). Teacher beliefs include many hidden assumptions and generalizations that are influenced by often isolated experiences and factors. During times of change, beliefs are typically revealed in actions that may represent people’s best but very incomplete response to stress. For example, we (teachers and teacher educators) might say we believe in parent/ family involvement but when confronted by a parent who sees things differently, we may not alter our actual relations (Gonzalez-Mena, 1994). Thus, this article seeks to provide insights into the role of teacher beliefs about parent and family involvement in supporting or inhibiting parent and family participation in partnerships related to the well being of child and family. The authors aim to offer positive beliefs and strategies for developing nurturing relations between families and schools.
 
FACTORS INFLUENCING TEACHER BELIEFS 
LIMITS AND PROBLEMS WITH THE TRADITIONAL PARADIGM 
EXAMINING PARENT INVOLVEMENT ACROSS CONTEXTS 
RETHINKING THE PARADIGM 

AN INVITATION FOR RE-ENVISIONING PARENT INVOLVEMENT

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