Parenting Journal · Volume 2 · Issue 4 · Licensed source edition
Family–School Partnership as Interpretive Practice: Educator Accounts of Attribution, Communication, and Decision-Making in Arab Education in Israel
Originally published 2026-10-10 · Behavioral Sciences
Multidisciplinary Digital Publishing Institute (MDPI) · DOI 10.3390/bs16101871 ↗
Editorial reading guide · Collaboration
How is information from home interpreted when a school develops a plan?
The interviews focus on how educators interpret what families know about a student's difficulties and use that knowledge in decisions.
Who was studied?
Thirteen educators working in Arab education in Israel.
Age / stage: School-age students
Read with three questions
- Which perspectives would direct interviews with students and families add?
- How did the researchers move from individual accounts to their interpretation?
- Where do children, families and educators each have a voice in the evidence?
Keep the limits in view
The accounts document experiences in the circumstances studied. They cannot establish how common an experience is in the wider population or measure an intervention effect.
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Original authorship, publication date, journal and DOI are preserved. This issue’s TRICK placement and reading questions are editorial additions, not claims made by the original authors.
Sawsan Awwad-Tabry (2026). Family–School Partnership as Interpretive Practice: Educator Accounts of Attribution, Communication, and Decision-Making in Arab Education in Israel Behavioral Sciences. https://doi.org/10.3390/bs16101871
Permissions checked against the saved article notice; repository publication notices screened 2026-11-04. This is not a new peer-review decision. The source authors and publishers are not represented as endorsing this issue.