Developing student codes of conduct - A case for parent-principal partnership

Recent research on educational policy development has emphasized the import ance of parental involvement in schools. However, there is little reported research which documents processes to involve parents in such policy develo pment. The purpose of this article is to document a project in which parent -principal collaboration provided a policy framework for student codes of c onduct. This framework was important for two reasons. First, it addressed a n important concern for both parents and principals, namely the problems of bullying and victimization in schools. Second, the framework was the outco me of a systematic, research-based process which provides a model for paren t-principal collaboration. The implications for using this approach are dis cussed in the context of more general forms of parental involvement.