Integrating Adolescent Students Into Society: Pedagogical Technologies and Effective Cooperation With Parents
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Abstract
This article describes the structural and functional model of cooperation between teachers and parents in primary school and the pedagogical technology behind this process. It examines methodological aspects of diagnostics, pedagogical diagnostic methods, and the criteria and levels for evaluating effective collaboration. It is also emphasized that introducing a theoretically grounded and practically validated technology of teacher-parent cooperation into pedagogical practice is not only appropriate but necessary.
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