Minna Palmu
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Subjects
Research Interests
Minna Palmu has a total of 5 co-authors. Here are the top co-authors by number of shared publications:
- Eija Pakarinen
University of Jyväskylä
2 shared publications - Katarina Perander
Research Services, University of Helsinki
2 shared publications - Noona Kiuru
Department of Psychology, University of Jyväskylä
2 shared publications - Sanni Pöysä
Faculty of Education and Psychology, University of Jyväskylä
2 shared publications - Mira Kalalahti
University of Jyväskylä
1 shared publication
Latest Publications
- Open Access
- 4 November 2026
- Published by Taylor & Francis in Scandinavian Journal of Educational Research
- p. 1-18
Being included: a mixed-methods study identifying parent subgroups and experiences of home–school partnerships in upper secondary education
A home-school partnership refers to the shared responsibility between home and school, whereby families and school staff work together to support student learning (Epstein, 2018; Goodall & Montgome...
- 4 November 2026
- Published by Taylor & Francis in Scandinavian Journal of Educational Research
- p. 1-18
Open AccessBeing included: a mixed-methods study identifying parent subgroups and experiences of home–school partnerships in upper secondary education
A home-school partnership refers to the shared responsibility between home and school, whereby families and school staff work together to support student learning (Epstein, 2018; Goodall & Montgome...
- Open Access
- 17 December 2025
- Published by Kasvatus ja Aika in Kasvatus & Aika
- Vol. 19 (4) , 72-89
Vanhempien jännitteiset kasvatuskumppanuuden ideaalit kodin ja koulun yhteistyössä
Since the 1990s, educational policies have emphasized the importance of parental involvement in their offspring’s schooling. Home-school collaboration is positively associated with students' academic achievement, well-being and school satisfaction. The ideal home-school partnership is based on shared expertise, mutual respect, trust and dialogicity. However, not all parents have equal opportunities to participate in home-school collaboration. Practices often overlook family diversity and power dynamics, marginalizing parents' voices. This study explores parents' perspectives on home-school partnership ideals and related power dynamics, using responses from 921 parents as part of the larger survey. Our approach emphasizes the discursive nature of home-school partnership and highlights how dominant discourses shape social realities and practices in both home and school contexts. The results reveal diverse and often tense views among parents. Despite the discourse of partnership, parental involvement is often limited to teacher-parent discussions, event organization, and receiving information. Some parents express a desire to be more actively involved in developing school culture. Taking parents’ experiences into account is essential for planning effective home-school cooperation in both educational policy and practice.
- 17 December 2025
- Published by Kasvatus ja Aika in Kasvatus & Aika
- Vol. 19 (4) , 72-89
Open AccessVanhempien jännitteiset kasvatuskumppanuuden ideaalit kodin ja koulun yhteistyössä
Since the 1990s, educational policies have emphasized the importance of parental involvement in their offspring’s schooling. Home-school collaboration is positively associated with students' academic achievement, well-being and school satisfaction. The ideal home-school partnership is based on shared expertise, mutual respect, trust and dialogicity. However, not all parents have equal opportunities to participate in home-school collaboration. Practices often overlook family diversity and power dynamics, marginalizing parents' voices. This study explores parents' perspectives on home-school partnership ideals and related power dynamics, using responses from 921 parents as part of the larger survey. Our approach emphasizes the discursive nature of home-school partnership and highlights how dominant discourses shape social realities and practices in both home and school contexts. The results reveal diverse and often tense views among parents. Despite the discourse of partnership, parental involvement is often limited to teacher-parent discussions, event organization, and receiving information. Some parents express a desire to be more actively involved in developing school culture. Taking parents’ experiences into account is essential for planning effective home-school cooperation in both educational policy and practice.