IDEAS OF ACADEMIC OPTIMISM FOR THE REALIZATION OF PARENTAL POTENTIAL IN EXPANDING THE EDUCATIONAL SPACE FOR STUDENTS OF COMPREHENSIVE SCHOOLS
https://doi.org/10.24412/2225-8264-2024-4-856
Abstract
The article is devoted to the analysis of the possibilities of legal representatives of secondary school students in expanding the educational space beyond the educational organization. The urgency of the problem of attracting parents' resources to solve the problem of getting a quality education for their children is mainly due to the insufficient measures of existing investments in school infrastructure. For this reason, many parents independently attempt to organize an educational space for their children. We have attempted to analyze models of parental involvement in education and, based on it, we have identified the consistency of levels and types of parental participation in education and their potentials in expanding the educational space outside the educational organization. It is shown that the ideas of academic optimism determine the main directions of realizing the above-mentioned potential: attracting additional channels of school financing; using the opportunities of the socio-cultural environment of local, regional, federal scales; organizing alternative school education on their own or with the involvement of other parents and organizations. The author of the article came to the conclusion that the socio-pedagogical effects of the involvement of the parent community in the formation of an educational environment for their child increase the level of school well-being.
About the Author
A. S. Lapina
Omsk State University of Railways and Communications
Russian Federation
Russian Federation
Anastasia S. Lapina, Senior lecturer
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Review
For citations:
Lapina A.S. IDEAS OF ACADEMIC OPTIMISM FOR THE REALIZATION OF PARENTAL POTENTIAL IN EXPANDING THE EDUCATIONAL SPACE FOR STUDENTS OF COMPREHENSIVE SCHOOLS. Herald of Siberian Institute of Business and Information Technologies. 2024;13(4):29-36. (In Russ.) https://doi.org/10.24412/2225-8264-2024-4-856
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