Abstract
Even though home-school cooperation is an important concern in ongoing education reforms in both local and international contexts, the ignorance of its complicated nature has set a tight limit to the effectiveness of its implementation and practice. This paper aims to develop a comprehensive conception of total-home school cooperation that can facilitate ongoing policy discussion, effective implementation and management, and further research. The total home-school cooperation includes two basic aspects: parental involvement in school education and school support in family education and is conceptualized in multi-levels (such as individual, group, and school levels) and multi-domains (such as affective, behavioral, and cognitive domains) with the support from the community. Its characteristics and functions are very different from the traditional practices. It should be more comprehensive and effective to student education and can make more contribution to long term school effectiveness.
| Keywords: | Total Home-School Cooperation; Affection; Behaviors; Cognition; Whole School Approach |
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