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The study examines how teachers and volunteers interpreted the project’s value and how differing social engagements shaped collaboration. The article argues that homeschool-community partnership rhetoric reflects ruling-class ways of organising that may conflict with low socio-economic participants’ realities, requiring better models for reliable, long-term involvement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/tutor-and-teacher-timescapes-lessons-from-a-home-school-partnership-article/593396/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/tutor-and-teacher-timescapes-lessons-from-a-home-school-partnership-article/593396.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How did the home-school partnership project support students’ computer skills?","Question",{"text":112,"@type":113},"Parents volunteered as “tutors” to help teachers train years 1–3 students in computer skills through the Computer Learning Project.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What discrepancy affected collaboration between teachers and volunteers?",{"text":117,"@type":113},"Teachers expected reliable, ongoing attendance, but volunteers’ participation was sporadic and often became short-term, ending before the formally hoped-for project end.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the article argue partnership rhetoric may be incompatible with low socio-economic backgrounds?",{"text":121,"@type":113},"It contends that the discursive practices in homeschool-community partnership rhetoric reflect ruling-class patterns of organising and networking that can conflict with the everyday realities of people from low socio-economic backgrounds.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593396,1792208726,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Tutor and Teacher Timescapes: Lessons from a Home-School Partnership  \nAngela Coco  \nSouthern Cross University  \nMerrilyn Goos  \nThe University of Queensland  \nAlex Kostogriz  \nMonash University  \nAbstract  \nA partnership project was developed in which parents volunteered to support teachers in training years 1-3 children in computer skills at a primary school in a small, low socio-economic community. This article identifies the ways teachers and the ‘tutors’(as the volunteers were called) understood the value of the project. ‘Being a teacher’and ‘being a volunteer’ were structured by different forms of social engagement, which in turn influenced the ways individuals were able to work with each other in collaborative processes. We argue that the discursive practices encoded in homeschool-community partnership rhetoric represent ruling-class ways of organising and networking that may be incompatible with those of people from low socio-economic backgrounds. When such volunteers work in schools their attendance may be sporadic and short-term whereas teachers would like ‘reliable’ ongoing commitment. This mismatch wrought of teachers’ and volunteers’ differing everyday realities needs to be understood before useful models for partnerships in disadvantaged communities maybe realised.  \nIntroduction  \nBecause home, school and community represent the major overlapping spheres of influence in children’s education and development, researchers and practitioners call  \nThe Australian Educational Researcher, Volume 34, Number 1, April 2007 •73  \nANGELA COCO, MERRILYN GOOS AND ALEX KOSTOGRIZ  \nfor them to collaborate to create better educational programs for students (Epstein 1995) . However, often unquestioned assumptions are made about families which take no account of differing family types, of major social changes affecting families, or of home environments in which children are developing and learning. Such assumptions underlie pedagogical discourse, which through its broad, regulatory properties reinscribes particular forms of order, ideology and identity beyond the specific knowledges it seeks to develop (Berstein 2000, cited in Sawchuk 2003) . One of these assumptions, we suggest, is the notion that the temporalities and time frames that structure some parent’s lives can be interpolated unproblematically with the structure sof school times.  \nPartnerships with student’s families have tended to be initiated by schools when they have a need for ‘help’ or when they feel parents do not have an adequate grasp of how their children are being taught (Cairney, Ruge, Buchanan, Lowe & Munsie 1995) . The terms and conditions of such partnerships are planned , decided upon and instituted without any significant parental input. Parental involvement in school is limited to the giving and receiving of information and ‘working-class’ parents feel excluded from decision-making about school management and organisation, and about matters that affected them personally and financially (Hanafin & Lynch 2002) . Particularly, parents from ‘low-income’ neighbourhoods feel and are treated as ‘less’valuable than professionals and Fine (1993, p. 684) asserts that ‘questions of power, authority and control must be addressed head-on within debates about parental involvement in public schools’.  \nOne contemporary context in which partnerships are being forged is in the development of technological infrastructure and training in computer literacy in schools (Draus 2002) . Such initiatives are often thwarted by school conditions in ‘low socio-economic’ communities. Their families are less likely to own computers (Riel, Schwarz & Hitt 2002) or to perceive any need or use for computers (Ovington 2001) . Schools possess inadequate resources to fund initiatives and train teachers, and particularly, there is low parental involvement in school activities (Arnaud 1999) . These digital divide issues were evident in Indy Estate1 a low-employment, under-served suburb on the","cbCaib6B4ZSIfanR","https://ap.wps.com/l/cbCaib6B4ZSIfanR","pdf",1192422,15,"English","# Introduction\n## Home-school-community collaboration assumptions\n## Digital divide and computer training context\n## Volunteer commitment and time mismatch\n## Research framing","[{\"question\":\"How did the home-school partnership project support students’ computer skills?\",\"answer\":\"Parents volunteered as “tutors” to help teachers train years 1–3 students in computer skills through the Computer Learning Project.\"},{\"question\":\"What discrepancy affected collaboration between teachers and volunteers?\",\"answer\":\"Teachers expected reliable, ongoing attendance, but volunteers’ participation was sporadic and often became short-term, ending before the formally hoped-for project end.\"},{\"question\":\"Why does the article argue partnership rhetoric may be incompatible with low socio-economic backgrounds?\",\"answer\":\"It contends that the discursive practices in homeschool-community partnership rhetoric reflect ruling-class patterns of organising and networking that can conflict with the everyday realities of people from low socio-economic backgrounds.\"}]","Tutor and Teacher Timescapes: Lessons from a Home-School Partnership - Article | PDF",1792077184,38]