Parents Perceptions Of Parent Teacher Relationships And Communication
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Parents Perceptions Of Parent Teacher Relationships And Communication
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Author : Julie F. Lusk
language : en
Publisher:
Release Date : 1999
Parents Perceptions Of Parent Teacher Relationships And Communication written by Julie F. Lusk and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1999 with Education categories.
Parent Teacher Relationships And Communication In Early Childhood
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Author : Kimberly A. Blitch
language : en
Publisher:
Release Date : 2017
Parent Teacher Relationships And Communication In Early Childhood written by Kimberly A. Blitch and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017 with Communication and education categories.
This explanatory sequential mixed methods study compared parents' and teachers' perceptions and experiences regarding (a) parent-teacher relationships and (b) parent-teacher communication according to parents' ethnicities and races. Non-matched, quantitative data about parent-teacher relationships were collected from parents (White and ethnic-racial minority) and teachers (those reporting on their relationships with either White or ethnic-racial minority parents) at two early childhood programs ( N = 72). Twenty-four participants were observed during morning and afternoon transitions (child drop-off and pick-up). Thirteen participants were then interviewed, as well as each early childhood program director. Analyses of co/variance were used to analyze the quantitative data. Qualitative data were analyzed using a three-level coding approach and domain and discourse analyses. (Relationships) White and ethnic-racial minority parents had relationships with teachers that were similar in perceived quality. Teachers also had similar quality relationships. Respect was essential to parents' and teachers' positive relationship experiences, though parents and teachers conceptualized respect differently. Teachers reported negative relationship experiences with ethnic-racial minority parents. ( Communication) Teachers' perceptions of communication were similar, but ethnic-racial minority parents' perceptions were significantly higher than White parents' perceptions. Communication experiences among parents and teachers encompassed conversation about children's daily activities, which changed with children's ages. Ethnic-racial minority parents had conversations with teachers that were shorter than those of White parents and characterized by teachers' use of nonverbal behaviors and communicative adaptations due to language barriers that teachers experienced when communicating with culturally and linguistically diverse parents. ( Integration of relationships and communication) Parents' and teachers' feelings of trust distinguished "good" and "excellent" relationships. Parents and teachers also conceptualized trust differently, such that parents' trust encompassed care for and about children whereas teachers' trust entailed confidence in their credibility. Teachers reported difficulty in gaining trust among parents with non-U.S. cultural orientations and those who were male or older. Findings suggest that teachers (a) experience relationship and communication challenges when working with ethnically, racially, culturally, and linguistically diverse parents and (b) need additional guidance and skill development to effectively communicate and partner with ethnic-racial minority parents. Findings are applicable to early childhood education professionals including program directors, teachers, and teacher educators.
Use Of Role And Power In Parent Teacher Relationships
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Author :
language : en
Publisher:
Release Date : 2015
Use Of Role And Power In Parent Teacher Relationships written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015 with Communication in education categories.
Studies have increasingly shown that more parent involvement leads to higher academic achievement for kids. However, studies have also shown a difference in the ability of parents to effectively further their children's interest based on social class. Middle-class parents are described as being able to activate their cultural and social capital in order to further their interests, while working-class and low-income parents have been described as frustrated and marginalized- lacking the ability to activate their capital in a way that benefits themselves and their children. The intent of this study is to explore how parents understand their role in the parent teacher relationship to look for evidence that social class might not be as much of a factor as previous literature suggests when it comes to activation of cultural capital. Building on a study that found some working-class parents were able to activate cultural capital through their conversations with teachers, I wanted to find out if how parents understand and perform their role would offer more insight into how cultural capital is activated. Based on the premise that how parents understand their role in conversation with teachers might be able to affect their ability to activate their cultural capital, I conducted a qualitative interview study to explore how parents of 5th grade elementary students view their role in the parent-teacher relationship. Results of the study show that parents gained confidence in their role through conversations with teachers and that they also gained an increased ability to collaborate and engage in partnership with their childrens' teachers. Confidence in role and collaboration with teachers were seen as indications of activation of cultural capital. In this study, parents were able to activate their cultural capital by having collaborative relationships with teachers 9 out of 10 times, regardless of class background. I draw conclusions that parents in my study developed the ability to activate cultural capital regardless of social class background. Because of this, parents' experience of their relationships with teachers might not be as dichotomous as previous research suggests. My findings suggest that frequency of communication is an important mechanism that contributes to successful parent-teacher relationships. Communication that was particularly helpful included informal conversations and email. The use of email in parent-teacher conversations in particular is an area that deserves further study.
A Look Into The Feelings And Perceptions Of Parent Teacher Conferences And The Effectiveness They Have
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Author : Karen Swank
language : en
Publisher:
Release Date : 2018
A Look Into The Feelings And Perceptions Of Parent Teacher Conferences And The Effectiveness They Have written by Karen Swank and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018 with Parent-teacher conferences categories.
Parent-teacher communication and relationships are an important component to student success. Parent-teacher conferences are a time for relationships to be built and to establish direct one-on-one communication. This study looks into teachers’ and parents’ feelings and perceptions of parent-teacher conferences in a rural school setting. The results show that there are similar feelings between both parties and suggests areas where improvements can be made. Future research could continue to examine the feelings and perceptions of parents and teachers in other areas, as well as examine the effects any improvements could have on parent-teacher conferences.
Parent Involvement
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Author : Carole Ames
language : en
Publisher:
Release Date : 1993
Parent Involvement written by Carole Ames and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1993 with Communication in education categories.
Dealing With Difficult Teachers
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Author : Todd Whitaker
language : en
Publisher: Routledge
Release Date : 2014-08-01
Dealing With Difficult Teachers written by Todd Whitaker and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-08-01 with Education categories.
This book provides tips and strategies to help school leaders improve, neutralize, or eliminate resistant and negative teachers. Learn how to handle staff members who gossip in the teacher's lounge, consistently say "it won't work" when any new idea is suggested, send an excessive number of student to your office for disciplinary reasons, undermine your efforts toward school improvement, or negatively influence other staff members. Don’t miss the revised and expanded third edition of this best-seller!
Relationships Between Parents And Early Childhood Teachers
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Author : Sarah Naomi Lang
language : en
Publisher:
Release Date : 2014
Relationships Between Parents And Early Childhood Teachers written by Sarah Naomi Lang and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014 with categories.
Strong partnerships between home and school are essential for coordinating high quality care and education, and for supporting young children's development. This research sought to explore the multidimensional nature of parent-teacher, or cocaring, relationships, for families utilizing full-time, center-based childcare for their infants or toddlers. A model of coparenting, or how parents work together in their roles as parents, served as the main theoretical framework for this investigation. In the first phase of the study, 10 parent-teacher dyads participated in semi-structured interviews about a specific cocaring relationship. In this sample, all families were receiving subsidized childcare. Using an iterative, inductive analysis as well as a deductive analysis based on definitions of key coparenting dimensions, three main cocaring themes were identified: communication, support vs. undermining, and childrearing agreement vs. disagreement. In the second phase, 90 parents of infants and toddlers, about a fourth of whom were receiving subsidized childcare, completed questionnaires about a specific cocaring relationship, their parental involvement, the quality of their relationship with their child, and the child's social and emotional functioning. Exploratory factor analysis of the questionnaire developed to assess the cocaring relationship revealed a three factor structure: Support, Undermining, and Endorsement & Agreement. In regression analyses, after controlling for parents' education, parents' perceptions of cocaring support were positively related to all forms of parental involvement: home-based, school-based, and home-school connections. Parents' perceptions of undermining were also positively related to school-based involvement, whereas perceptions of endorsement & agreement were positively related to home-school connections. In addition, when parents characterized their cocaring relationships as more supportive, or higher in endorsement & agreement, parent-child closeness was higher. However, parents' perception of greater undermining in the cocaring relationship was associated with lower parent-child closeness. Regression analyses also revealed that after controlling for parent-child closeness and conflict, undermining in the cocaring relationship was associated with higher levels of child dysregulation. This research lends validity to the cocaring construct and adds to our understanding of the importance of early parent-teacher relationships for children and families.
Parental Involvement
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Author : Marva Terry-Hill
language : en
Publisher:
Release Date : 2008
Parental Involvement written by Marva Terry-Hill and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with Academic achievement categories.
The Relationship Between Teacher Parent Perception Of Communication And Practices For More Parent Involvement At A Public School
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Author : Reynotta Hoberecht
language : en
Publisher:
Release Date : 1998
The Relationship Between Teacher Parent Perception Of Communication And Practices For More Parent Involvement At A Public School written by Reynotta Hoberecht and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1998 with Communication in education categories.
Teachers Perceptions Of Parental Involvement As A Significant Component In A Child S Education
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Author : Pamela Lynn Woodland
language : en
Publisher:
Release Date : 2017
Teachers Perceptions Of Parental Involvement As A Significant Component In A Child S Education written by Pamela Lynn Woodland and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017 with Academic achievement categories.
Over the past several decades, issues including standardized student testing, teacher certifications, charter schools, and the inequality of funding sources within the traditional public education system have vexed education policy-makers. But in a potentially constructive development, researchers have found that parental involvement is linked to positive attitudes toward education, behavioral performance, and better academic achievement to support the success of a child’s learning in the classroom. Although the research on parental involvement is abundant in the literature, there may be too little attention paid to the perception of teachers toward parental involvement. The purpose of this quantitative study is to analyze the perceptions of teachers based on parental involvement activities guided by Epstein’s Six Typologies of Parental Involvement: (a) teacher perceptions of parents and barriers to parental involvement, (b) communication, (c) teacher expectations for parental involvement programs; (d) building parent/teacher partnerships; and (e) resolutions and resources to improve parental involvement in schools. A 20 item close-ended questionnaire revealed how teachers' perceptions influence parental involvement in middle and high schools. The results of the study add to the validity of Epstein’s’ Six Typologies of parental involvement indicating that parental involvement initiatives and programs need to be more purposeful when it comes to communication and parent/teacher partnerships. By creating awareness in schools and school programs, parents and teachers can further build upon strong relationships that lead to a declared cohesive partnership to further increase student participation at home and in school; ultimately enhancing parental involvement as a significant component in a child’s education.