ABSTRACT
Families’ relations to their children’s school might range from peripheral contacts with teachers to full-scale participation in the decision-making process. Theory as well as research and program development have offered many perspectives and suggestions concerning the different ways families and schools engage with each other. In many educational systems, these have become part of educational policy and reform programs. The literature describes a number of such typologies (e.g. Epstein 1995; Fullan 1982; Tomlinson 1991). All these typologies point out that one of the most frequent way families relate to their children’s schools is through their personal involvement in helping their child with homework.
