ABSTRACT
In 2003, the England government commissioned a study to investigate the effects of such a strategy and it was found that the formation of effective partnerships can significantly improve children's achievements, their self-concept as learners and increase aspirations. Since then, working in partnership with parents has become an important running theme in policies and curricular reforms. Much of the research focusing on partnerships has often been limited to an examination of the relationships between parents and formal education settings. Schools do not exist in a vacuum and have the potential to be shaped by local as well as wider societal influences, including national governments. It also needs to be acknowledged that schools are concerned with complex social phenomena that are multifactorial and multi-layered in nature and which go beyond teaching and learning. The 'equitable dialogue between families and school' needs to be extended beyond simple home–school connections and be approached from an ecological paradigm.
