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Communicating with parents: Strategies for teachers
Abstract
Teachers strive to establish partnerships with parents to support student learning. Strong communication is fundamental to this partnership and to building a sense of community between home and school. In these changing times, teachers must continue to develop and expand their skills in order to maximize effective communication with parents. is article presents a range of communication opportunities available to teachers, including the emerg-ing use of technology. Some of these practical suggestions may seem very basic to those already actively promoting parental involvement, but unfortunately, many teachers have not been trained in nor are they practicing proactive com-munication with parents. Barriers to effective communication are considered in conjunction with potential solutions.
... This includes all the impressions created and words expressed. The cooperative relationship between parents and preschool teachers begins with the first welcoming gesture when a parent enters kindergarten for the first time (Graham-Clay, 2005). The preservation of established relationships continues through common values, visions, scenarios, strategies, management, networking, collaborative projects, and open responsibility. ...
... Using technology, parents can communicate with kindergartens and preschool teachers more easily and quickly. Phones in classrooms, voice messages, video technology, websites, and online communication platforms are always available to parents, allowing them to remotely connect with kindergarten staff and professionals, including preschool teachers (Graham-Clay, 2005). ...
This paper presents the results communication relations of preschool teachers with parents and children during the COVID-19 pandemic. In the theoretical part, we present the importance of cooperative relations between preschool teachers and parents, the increasing use of ICT technology and the ways in which preschool teachers communicate with parents and children during distance education. In the empirical part, we present the results of a survey conducted on a sample of 100 preschool education professionals from all over Slovenia. We found that most respondents attribute significant importance to communication and cooperation with parents. However, there are also some for whom these relationships are not necessary. We also found that during the closure of kindergartens, preschool teachers most often communicated with children once or twice a month. At the same time, they point out that this way of interaction with children is inappropriate and incomparable to live interaction. Additionally, we found that preschool teachers continued to communicate with parents in similar ways as before the pandemic, with increased communication via phone conversations, e-mail and the kindergarten's website. In contrast, the frequency of parental meetings, office hours and information on bulletin boards decreased.
... Three competencies -goal setting, setting planning and discourse planning -pertain to the preparatory phase and focus on proactive planning for effective engagement. Recommended by researchers (Graham-Clay, 2005;Prober et al., 2022), these strategies emphasise content (establishing a clear purpose), setting (choosing the appropriate time, place and approach), and delivery (being clear, concise and respectful). They are crucial for conveying information professionally and fostering positive relationships, allowing constructive responses to challenges. ...
... Empathy aids in understanding students' needs, emotions and perspectives, as well as tailoring instruction to enhance academic achievement, interest and engagement (Aldrup et al., 2021;Cai et al., 2023;Garvis et al., 2019). Empathetic educators, demonstrating care and consideration, manage conflicts effectively, nurture positive relationships (Graham-Clay, 2005;Prober et al., 2022), and positively impact students' well-being. ...
... Additionally, identifying the dimensions of school-home communication such as content (the general topic of information exchanged through communication), frequency (the number of exchanges over a time interval), and mode (the method in which the communication was made) is crucial. In the broader literature about school-home communication, these dimensions were significantly related to child outcomes (e.g., Graham-Clay, 2005; Thompson & Mazer, 2012). By understanding the impact of certain dimensions among families of children with ASD, we can develop more targeted interventions to improve school-home communication. ...
... Despite the importance of school-home communication in education research (e.g., Blue-Banning et al., 2004;Goldman & Burke, 2019), few studies comprehensively examined and operationally defined all three dimensions of school-home communication. It is imperative to closely examine the three dimensions of content, frequency, and mode due to prior research reflecting their influence on aspects of communication with the school, home, and partnership outcomes (e.g., Graham-Clay, 2005;Thompson & Mazer, 2012). ...
Despite the importance of caregiver involvement in special education, research examining school-home communication among families of children with autism has only begun to emerge in recent years. Further, it is unclear how caregivers of children with autism perceive the impact of the different dimensions of communication on family-professional partnerships and child outcomes. In this systematic literature review, we examined 25 studies about school-home communication. Overwhelmingly, caregivers report the need for frequent, honest, and open communication with the school. Moreover, family-professional partnerships and caregiver involvement are impacted by how educators value caregivers’ input. School-home communication also demonstrates positive effects on child behavioral outcomes. Limitations, directions for future research, and implications for practice are discussed.
... Adaptive continuous improvement methods can dynamically adjust teaching strategies based on student performance, ensuring alignment with learning objectives and enhancing teaching effectiveness. (Graham-Clay, 2005). A continuous improvement model based on the Peer Mentor framework can be used to revise online courses and maintain rigorous educational standards, especially for programs developed by faculty with limited online teaching experience. ...
Background and Aim: For coordination and singing abilities, students should practice with children's books, connect sight and feel to piano pitches, use simple accompaniments, and receive feedback. This article explores the role of singing in piano teaching, discussing strategies for improvement, textbook selection, classroom fun, parent communication, sight singing, ear training, and enriching children's music lives. Methodology: This paper is a documentary study that combines descriptive content analysis with goals-oriented thinking. Results: The issues with pitch, coordination, song familiarity, and self-assurance. Solutions include helping students with basic vocalizations, focusing on correct breathing techniques, using children's piano books, and providing motivation and constructive criticism. Sustained instruction and practice can improve coordination and vocal capabilities. Pedagogical approaches should be refined, and tailored to students' age, gender, and individuality, and teachers should enhance their expertise and establish clear teaching objectives. Time allocation and textbook selection should be based on the course schedule, and novel pedagogical approaches like role exchange can enhance student engagement. Consistent communication with parents is crucial for children's piano skills development. Sight singing and ear training can develop children's ability to perceive and use music. Conclusion: The document review addresses issues with the role of singing in piano teaching, focusing on pitch, coordination, song familiarity, and self-assurance. Solutions include basic vocalizations, breathing techniques, using children's books, motivation, and teacher training.
... Parental involvement, both at home and within the school environment, stands as a crucial factor in shaping students' educational outcomes and attitudes. According toGraham-Clay (2005), parents play a vital role in ensuring that their children complete their assignments correctly and punctually once they return from school. Research indicates a positive correlation between parental oversight of homework and academic achievement; students whose parents are actively involved in checking their homework tend to perform better academically. ...
The aim of this research is to assess the level of parental awareness regarding government initiatives for providing free, high-quality education in junior secondary schools within Bonthe Municipality, located in southern Sierra Leone. The study encompasses approximately one hundred (100) principals and teachers selected from five (5) junior secondary schools in Bonthe municipality, as well as one hundred (100) parents whose children are enrolled in these schools. To gather data, a purposive sampling method was employed for the educators, while a simple random sampling approach was utilized for selecting respondents from the pool of one hundred (100) parents. The findings reveal that the majority of parents lack knowledge about the government's commitment to allocate 21% of the national budget towards the Free Quality School Education (FQSE) promotion. Additionally, parents are unaware of their role in supporting the FQSE program, although they do recognize the government's efforts in providing educational materials. Furthermore, school authorities have not sufficiently informed parents about the government's initiatives in supplying educational materials. Based on these findings, the study proposes several recommendations. Firstly, the Government of Sierra Leone (GoSL), through the Ministry of Basic and Senior Secondary School Education (MBSSE), should organize training workshops and seminars for parents to educate them about the government's dedication to promoting the FQSE program in Sierra Leone, as well as clarifying the expected contributions of parents to complement governmental efforts. Secondly, the MBSSE should provide training for their School Quality Assurance officials on media engagement ethics to effectively communicate with the public about the FQSE program and the role parents are expected to play.
... To support families provision of learning environment and opportunities for the learners to continuously learn and promote healthy growth and development of the learners, Home visitation programs are conceived. Disadvantage learners and those who are more vulnerable to health or developmental concerns are the focus of the home visitation and in providing supportive environment (Gaylor & Spiker, 2012) Teacher-Parent Communication Graham-Clay (2005) presented a range of communication opportunities to teachers to actively promote parental involvement. She emphasized that teachers' strong communication establishes parental connections and partnerships to support student learning, and build a strong community between home and school. ...
Coronavirus (COVID-19) pandemic has brought abrupt transitions in the educational system, adjustment in the management of instructional resources, and impacted teachers' classroom management practices and their delivery of instructions.
... Parental and community involvement in inclusive education can be enhanced through effective communication opportunities (Graham-Clay, 2005;Soodak, 2003). Schools in Pakistan use various strategies to engage parents and families, such as regular parent and teacher meetings, providing communication in writing in multiple languages, and using technology to keep the parents informed about school events and student progress. ...
Parents and community play a central role in developing inclusive educational practices, with parental involvement being a key driving force. This discussion paper critically examines global research on parental and community involvement, understanding its various dimensions in line with inclusive education. It highlights the significance of collaboratively developing and implementing educational plans through working with schools, parents, and communities. The importance of synergic collaboration among stakeholders is emphasised, providing a conducive learning environment for all students, including those with special needs. Various models, and strategies for parental and community involvement are discussed, considering cultural and contextual factors. Building trust, open communication, and mutual respect are crucial for greater parental involvement. This paper explores using schools as a means of negotiating conflicts between home and school, draws benefits of increasing parent and community involvement, and provides recommendations to policymakers and practitioners for enhancing their involvement in addressing Pakistan’s crucial educational challenges.
... Parental involvement, both at home and within the school environment, stands as a crucial factor in shaping students' educational outcomes and attitudes. According toGraham-Clay (2005), parents play a vital role in ensuring that their children complete their assignments correctly and punctually once they return from school. Research indicates a positive correlation between parental oversight of homework and academic achievement; students whose parents are actively involved in checking their homework tend to perform better academically. ...
The aim of this research is to assess the level of parental awareness regarding government initiatives for providing free, high-quality education in junior secondary schools within Bonthe Municipality, located in southern Sierra Leone. The study encompasses approximately one hundred (100) principals and teachers selected from five (5) junior secondary schools in Bonthe municipality, as well as one hundred (100) parents whose children are enrolled in these schools. To gather data, a purposive sampling method was employed for the educators, while a simple random sampling approach was utilized for selecting respondents from the pool of one hundred (100) parents. The findings reveal that the majority of parents lack knowledge about the government's commitment to allocate 21% of the national budget towards the Free Quality School Education (FQSE) promotion. Additionally, parents are unaware of their role in supporting the FQSE program, although they do recognize the government's efforts in providing educational materials. Furthermore, school authorities have not sufficiently informed parents about the government's initiatives in supplying educational materials. Based on these findings, the study proposes several recommendations. Firstly, the Government of Sierra Leone (GoSL), through the Ministry of Basic and Senior Secondary School Education (MBSSE), should organize training workshops and seminars for parents to educate them about the government's dedication to promoting the FQSE program in Sierra Leone, as well as clarifying the expected contributions of parents to complement governmental efforts. Secondly, the MBSSE should provide training for their School Quality Assurance officials on media engagement ethics to effectively communicate with the public about the FQSE program and the role parents are expected to play.
... In contemporary society, schools and parents are supposed to cope effectively with increasing expectations, neoliberal pressure, and lack of time on both sides to engage in cooperation (Graham-Clay 2005). Educational partnership between schools and teachers is gaining the attention of policymakers in Poland. ...
... For example, telephones placed in each class enable teachers the flexibility to contact their parents in their classrooms when the students are not present. The use of voice mail has been specifically explored to enhance communication opportunities with parents (Graham-Clay, 2005). It is important to find, exactly what form of communication is appropriate for both parties. ...
Quality service in education is a strategic educational objective for the whole world. Professional communication between the school and the family is positively correlated with student achievements, while students' achievements are linked not only with the quality of their lives and households but also with the economic and social development of each country (Kashahu, 2015). Today, there is no dilemma regarding the role of parenting parents in education and precisely, based on the findings of many studies, schools are working to make this communication more effective and realistic. In this context, forms and types of school-family communication take on particular importance. This article provides a summary of the studies that point to the importance of active parent participation in child education, as well as a theoretical summary of the relationships between teachers and parents referring to the four-model compilation under Matsagouras (2005). The article explains active and proactive parental involvement based on the Olmstead (2013) analysis. Also, authors analyze communication through technology, and consider some concerns about it. They conclude that technology is one of the best ways to achieve the desired communication between the school and the family in Albania, because Albanians are increasingly increasing access to technology. According to them, this form of interaction minimizes the problems of family-school communication, which are created due to the distances and the lack of parents time to cooperate with the school. On the other hand, the authors evaluate the necessity of combining forms of communication based on parents' options and preferences to get the information they need for the child in a timely manner, to distinguish face to face communication, and to evaluate it as one of the the most natural and human forms for effective communication.
... Parent's math anxiety, self-efficacy, and self-concept. Parental involvement in their children's education has proven to impact academic success (Clay, 2005) and attitudes (Rimm-Kaufman, Pianta, Cox, & Bradley, 2003). Yet, a parent's math anxiety, math self-efficacy, and math self-concept can impact their child when they assist them in math education. ...
... Graham-Clay [12] disclosed that effective communication is essential to creating strong school and home partnerships and increasing parental involvement. Some communication opportunities are currently available to teachers, ranging from school-to-home communication books to parent conferences through the internet. ...
This study determined the relationship between socio-demographic conditions and extent of stakeholders’ participation to school-initiated activities using convergent parallel mixed method research design. Data was gathered from 756 respondents and nine informants. Results showed that most stakeholders have two to three students in school with six or more children already not in school, belonging between poor to low income family, and father and mother have educational attainment of low to average. The extent of their participation was high. There was a significant slight positive relationship between the number of children enrolled in school and their participation. Monthly family income, father and mother educational attainment, and level of participation all had a slight negative relationship. However, only the number of children enrolled in school and the monthly family income had a substantial impact on the level of stakeholder participation. On the basis of their experiences in carrying out their socio-demographic conditions and participation in various school-initiated activities, the themes of sense of belongingness, time management, and economic vs family welfare were developed. When questioned about situations in which socio-demographic circumstances influenced their level of engagement in various school-initiated activities, the themes of responsibility and commitment, shared participation and volunteerism, and school intervention and communication emerged.
... Additionally, considering that parent-educator communication about children's behavior or academic problems are discussed more in kindergarten than preschool (Rimm-Kaufman & Pianta, 1999), researchers may be interested in understanding how to encourage teachers to identify problems earlier on. Further, it may be beneficial for educators to engage with families early in the academic year as a preventative measure and support the early development of children's numeracy skills (Boonk et al., 2018;Durand, 2011;Graham-Clay, 2005). ...
Background
The literature suggests that educators can use parent–educator communication to support parents with engaging their children in home learning activities (Epstein, 1995; Hoover-Dempsey & Sandler, 1997).
Objective
This study examines the relations between parent–educator communication and preschoolers’ numeracy, literacy, executive function, and vocabulary, and explores if the home numeracy environment (HNE) and the home literacy environment (HLE) was a better predictor of children’s outcomes than parent–educator communication.
Method
Data for this study came from a larger quasi-experimental study evaluating a state-funded preschool program (n = 558). Regression models were run controlling for child’s age, sex, race/ethnicity, family income, group, parental education, and baseline skill scores.
Results
Analyses revealed a significant relation only between parent–educator communication and numeracy skills (β = − 0.14, p = < 0.001). Unexpectedly, more frequent parent–educator communication in preschool were related to lower numeracy skills. Additionally, there was a statistically significant association between all three predictors- parent-educator communication (β = − 0.15, p = < 0.001), the HNE (β = 0.14, p = .016), and the HLE (β = − 0.18, p = .004)- and children’s numeracy skills. Specifically, more frequent parent–educator communication and higher HLE scores in preschool predicted lower numeracy skills. Additionally, the higher quality of the HNE predicted greater numeracy skills in the spring of preschool.
Conclusion
There may be increased communication when the children are performing lower on their numeracy skills than their peers and teachers and parents are working to remediate those challenges.
... Melalui kegiatan ini diharapkan orang tua dan anak dapat saling terbuka untuk berkomunikasi terkait berbagai hal. Komunikasi yang efektif sangat penting untuk menciptakan hubungan antara orang tua dengan guru serta untuk meningkatkan keterlibatan orang tua (Graham-Clay, 2005;Darna, 2023). Prabhawani (2016) juga menyatakan bahwa komunikasi merupakan bentuk efektif untuk memberi tahu tentang kemajuan perkembangan anak. ...
Penelitian ini dilatarbelakangi oleh minimnya peran orang tua dalam pendidikan anak di Sekolah. Upaya pelibatan orang tua dalam pengembangan kompetensi dan karakter peserta didik dilakukan dengan kegiatan parents meeting dan parents teaching day. Jenis penelitian ini adalah penelitian deskriptif dengan metode pengumpulan data menggunakan angket dan wawancara terstruktur. Adapun subjek penelitian ini adalah orang tua peserta didik kelas 12 IPA 5 SMA Muhammadiyah 1 Taman. Data yang diperoleh kemudian dianalisis secara deskriptif kualitatif. Berdasarkan penelitian yang telah dilakukan, implementasi model KOPHOG (Keterlibatan Orang Tua berbasis Penguatan Hubungan Orang Tua dan Guru) yang terdiri dari kegiatan Parents Meeting dan Parents Teaching Day mendapat respons yang positif dari seluruh pihak yang terlibat, baik sekolah, narasumber, orang tua, maupun peserta didik. Sebagian besar responden memberikan penilaian dengan kategori sangat baik. Kegiatan Parents Meeting juga dihadiri 42% orang tua peserta didik. Penelitian ini dapat diadaptasi dengan menambahkan rangkaian kegiatan seperti parent consultation. Harapannya, dengan menambahkan kegiatan ini, guru dan orang tua memiliki waktu lebih intensif untuk bertemu dan berdiskusi terkait anak-anaknya.
... The features and user interface in our app were designed based on both informal discussion with parents of autistic children during their dental visits, and evidence-based findings regarding end users' requirements (Junnarkar et al., 2023;Zervogianni et al., 2020), an example being the inbox feature (see Table 1). Establishing good communication between parents and teachers has been shown to be essential to support student learning (Graham-Clay, 2005). Similarly, improving communication between the dental team and patients builds better relationship and service (Lin et al., 2014). ...
This study aimed to (1) develop evidence-based resources and (2) test face, content validity, and usability of a newly developed mobile application (app) to equip and empower caregivers with resources and skills to promote better oral health for autistic children. A series of resources on oral health, including information on oral diseases and home care and social stories on dental visits were developed. Concurrently, an app was developed by dentists, occupational therapist and software developers. The resources underwent content validation by an international panel of paediatric dentists (Expert Working Group). Face validation of the resources and usability testing of the app by parents were then carried out. Validation and feedback were obtained by the Delphi method, with consensus set at 70% agreement. A total of 12 resources and 2 social stories were developed. Consensus was achieved among the Expert Working Group regarding the content and illustrations of the resources and social stories. Both the Expert Working Group and parents agreed that the resources were easy to read and understand. Parents also found the app easy to use, aesthetically pleasing and help them to better care for their child’s oral health.
Lay Abstract
Caregivers of autistic children often lack knowledge regarding oral homecare and when and where to see the dentist. To address this need, we developed a series of information on oral health. An autistic child assisted in developing two social stories to showcase a dental visit. A mobile app was developed to deliver the above mentioned. Other features include creation of customised social stories and visual schedule and an inbox to allow dentists to send messages to parents. The developed information and social stories were reviewed by experts and parents. The app also underwent anonymous and independent testing by parents. Overall the information and app were well received by the experts and parents.
... Teachers also often help plan and attend family events, leveraging the resources of Future Forward to effectively engage families and connect with students. The collaborative work between teachers, Future Forward staff, and families helps develop a learning team and builds trust between the three partners (Graham-Clay, 2005) that continues past a student's direct participation in Future Forward. ...
Future Forward leverages both tutoring and parent engagement to support the literacy development of early primary students. In 2010, Future Forward was awarded an Investing in Innovations grant to develop and test its impact in seven Milwaukee Public Schools, primarily serving Black and Latinx students. A randomized control trial evaluation found 2 years of participation had positive impacts on foundational literacy, reading achievement, and school attendance (Jones & Christian, 2021). We followed participants 5 years past the end of the i3 study to determine whether benefits were sustained. Students receiving Future Forward continued to demonstrate improved reading achievement, school attendance, and were less likely to be placed into special education. Even considering this, Future Forward participants fell behind in their reading development over time.
... One of the factors for evaluation of advance preparation for parent-teacher conferences is monitoring the use of assisting tools, such as a projector, notes, brochures etc. (Škarić, 2000;Graham-Clay, 2005;Rađenović and Smiljanić, 2007). We found that many educators use assisting tools in conferences, in 11 out of 12 instances, while only one conference was held without any assisting tools. ...
This paper analyses educator’s communication skills during parent-teacher conferences in kindergarten. We researched the way educators communicate during twelve parent-teacher conferences in various kindergartens. In accordance with the methodology of qualitative research, chosen elements of educator’s communication during the parent-teacher conferences were observed and recorded. Results showed that observed parent-teacher conferences are well-prepared, structured, substantially suitable and interactive, with apt vocabulary and elements of eloquence. The greatest shortcoming of the educator’s communication was an underdeveloped active listening technique. Moreover, there were obvious differences in individual communication skills of the educators. The results of this research can serve as a tool for contemplating pedagogical practice in early childhood education.
... Traditionally, one-way communication methods, those which provide ongoing correspondence from school and home like written communication, have been popular. Examples of one-way communication include methods like written newsletters, report cards, and communication notebooks (Graham-Clay, 2005). However, calling and sending individual emails to families can be time consuming and di cult, especially for high school teachers who may teach upwards of 100 students daily (Ramirez, 2002), including many who are learners with 504 and Individualized Education Programs (IEPs). ...
Parent and professional communication is at the helm of effective special education practice. This article suggests ways to increase and expand mutually preferred communication methods among families of students with disabilities and educational teams. First, it aims to provide accessible methods for educators to enhance their ability to effectively communicate with families of diverse backgrounds in order to best serve their students with disabilities. Second, it suggests ways to support families in being well-versed in their child's educational program, progress, performance, and well-being at school. Current mobile applications that can be utilized to foster communication among families and education teams, including teachers and related service professionals, are suggested and described. Future directions for the use of mobile applications to foster these mutually valuable relationships and implications for research are discussed.
... Parent-teacher conferences frequently offer the chance to discuss academics and conduct (Lemmer, 2012). Additionally, teachers routinely talk about the educational requirements of their pupils in correspondence notebooks (Graham-Clay, 2005). ...
Parent-teacher meetings are a useful forum for parents to raise a number of issues they believe are impeding their student's educational progress. This study looks into how elementary school teachers perceive the impact of parent-teacher meetings on students' academic performance. The study's quantitative, descriptive, and survey methods. All of the elementary schools in the Vehari district were the focus of the current research project. The technique employed a multi-stage simple random sampling. The questionnaire was created by the research. The questionnaire's reliability score was 0.891. It was determined that parent-teacher meetings significantly affect students' academic performance. The majority of the teachers stated that students whose parents consistently attend PTM do better. Parents' perspectives on PTMs should be sought out through interviews, it is recommended. Higher management should be responsible for all PTM monitoring. Keywords: Parents-teachers’ meeting, academic achievement, elementary level, District Vehari
... On the other hand, few opinions indicate the negative effect of one-way communication on cooperation. The negative effects of one-way communication were emphasized in the studies (Graham-Clay, 2005). ...
... Traditionally, one-way communication methods, those which provide ongoing correspondence from school and home like written communication, have been popular. Examples of one-way communication include methods like written newsletters, report cards, and communication notebooks (Graham-Clay, 2005). However, calling and sending individual emails to families can be time consuming and difficult, especially for high school teachers who may teach upwards of 100 students daily (Ramirez, 2002), including many who are learners with 504 and Individualized Education Programs (IEPs). ...
School improvement plans (SIPs) have become a central feature of schooling. Educational leaders experience tension between balancing compliance with accountability demands and continuous improvement, and neither of these lenses is centered in the social justice necessary for closing opportunity gaps. We propose a new rubric for assessing the extent to which SIPs focus on policy compliance, students, organizations, or community.
... Lunts (2003) ističe kako je dvosmjerna komunikacija između roditelja i škole temelj koji utječe i na druge vrste njihova partnerstva. Graham-Clay (2005) navodi razliku između jednosmjerne i dvosmjerne komunikacije. Jednosmjerna komunikacija nastaje kada učitelji informiraju roditelje o događajima, aktivnostima ili napredovanju učenika putem različitih izvora kao što su bilteni, izvješća i slično, a dvosmjerna komunikacija uključuje interaktivni dijalog između učitelja i roditelja putem telefonskih poziva, konferencija za učitelje i roditelje i različitih školskih aktivnosti u zajednici. ...
Music as an educational tool is represented in all phases of children's
upbringing. Starting from the earliest preschool age, through primary to secondary
education, music is one of the most important components in the development and formation
of personality. Child's first encounter with music happens mostly within the family and
usually appears through the game. The musical means which is the closest to the child's age
for simplicity, content and form, are certainly nursery rhymes. There are different definitions
of nursery rhymes, but maybe the simplest explanation is that they represent a prelude or an
introduction to the game, supplement to the game or the game itself. Nursery rhymes live all
over the world and regardless of different languages, rhythm is what places them in the field
of music. Nursery rhymes are importance in children's development, and they affect
physical, psychomotor, cognitive, social, emotional, and other abilities, but there is an issue of
their representation and importance given by educators/teachers. The purpose of this study
was to investigate the use, the method of application and the frequency of nursery rhymes, so
as the importance that educators/teachers give them in the upbringing of pre-school and early
school children. We conducted the research in kindergartens and schools that follow the
Croatian plan and program in Herzegovina-Neretva Canton in Bosnia and Herzegovina.
... For example, observation of experienced teachers' challenges and areas of development can be used by new teachers to improve in those areas and also enhances their ability to adapt to different classroom situations (Graham-Clay, 2005;Wong, 2004). Another tool for teachers' professional development is a teacher induction programme that can provide new teachers with adequate support and help to work and cope in a new school environment and to familiarize themselves with the unique teaching environment during the start of their professional career. ...
... For example, observation of experienced teachers' challenges and areas of development can be used by new teachers to improve in those areas and also enhances their ability to adapt to different classroom situations (Graham-Clay, 2005;Wong, 2004). Another tool for teachers' professional development is a teacher induction programme that can provide new teachers with adequate support and help to work and cope in a new school environment and to familiarize themselves with the unique teaching environment during the start of their professional career. ...
This study aimed to examine the impact of the key components of the induction
programme on new teacher retention in Nepal. Specifically, it examined new
teachers’ opinions, views, perceptions, and experiences of the induction
programme’s key components and how they are related to gender and
intention to remain in the profession. This study used an integrated mixed
methods approach with the simple random sampling method used as a
sampling strategy. In total, 250 new teachers were randomly selected from
30 private and public schools in Chitwan district in Nepal. The response rate
of the survey questionnaire was 84% (N = 210). Eleven new teachers in total
were selected to take part in the semi-structured interviews who were also
participated in the survey study. The quantitative survey instrument was a
self-administered Likert-type questionnaire developed based on previous
studies addressing the key components of the induction programme. Principal
component analysis (PCA), Student’s t-test, Mann-Whitney U-test, and binary
logistic regression analysis were used to analyze quantitative data, and the
inductive content analysis method was applied to interpret the qualitative
interview data.
For most of the subscales computed based on the PCA, the results
confirmed slightly low mean values, indicating that new teachers were not
satisfied with the induction programme’s current support mechanisms. The
results further indicated only a minimal gender difference in the scales, with
female teachers receiving slightly more support to increase their content
knowledge and high-level subject matter than male teachers; however,
female teachers were still dissatisfied with the amount of collegial support
in sharing content knowledge. Conversely, male teachers were on average
more satisfied with the support programme’s enhancement of teacher well-being than female teachers. The results further showed that 72% of new
teachers stated their intention to remain in the profession, and 28% stated
their turnover intention, which is less than the international attrition rate of
30-50 %.
The quantitative results further indicated that highly task-oriented school
principal management behaviour, collegial support to increase content
knowledge, high expectations of teacher performance, and emphasis on
effective teaching skills have a negative association with new teachers’
intention to remain in the profession. Conversely, collegial support for
instructional skills, recognizing and comfortable working atmosphere, and
well-working observation mechanisms have a positive association with new
teachers’ intention to remain in the profession.
The qualitative results supported the quantitative results’ low mean values,
indicating new teachers’ dissatisfaction with Nepalese induction support.
The results show that most new teachers were dissatisfied with the main
categories of the qualitative interview data concerning, e.g., the practices of
the principal, senior colleagues, and mentors, and the characteristics of the
induction programme. Further, the quantitative and qualitative results partly
converged concerning dissatisfaction with the practices and management
behaviour of school principals, satisfaction with the practices, and induction
formats of senior colleagues, dissatisfaction with the practices of mentors in
supporting new teachers, dissatisfaction with the quality of personal care and
practical support, and impact of the components of the induction programme
on new teachers’ intention to remain in the profession.
Even though the new teachers expressed dissatisfaction with the induction
programme, they reported that they are still in teaching because of a lack of
opportunities in other professions. Overall, the qualitative data contributes
to a more comprehensive and nuanced understanding of the association
between the perceptions of new teachers regarding the key components of
the induction programme and their intention to remain in the profession, and
validated the interpretations of the quantitative results. The findings of this
study would be beneficial to school leaders, policymakers, and practitioners
in finding appropriate solutions to the problem of new teacher attrition.
Keywords: Induction programme, the teaching profession, newly qualified
teachers, turnover intention, teacher retention, and attrition.
... Teachers and parents need to communicate discussing their children's performance (Ma et al., 2016). Besides, increasing parental support in education is required (Graham-Clay, 2005) to conduct effective counseling and guidance and increase the children's motivation and success (Wong et al., 2018). Especially in pre-school, primary, and secondary school, communication between teachers and parents ensures the early realization of issues that might happen in children (Metcalf, 2021). ...
... They also have to grade papers and tests, calculate grades, and undertake actions in developing students' well-being (Gomez & Catan, 2021). Moreover, to assist student development, teachers also spend time forming partnerships with parents (Graham-Clay, 2005), which is a time-consuming task. ...
The COVID-19 pandemic resulted in immediate and necessary changes to many aspects of K-12 and postsecondary education. In order to support teachers and teacher educators during this challenging time, a call was released in April of 2020 for short articles to be published in a special issue of the Journal of Technology and Teacher Education (JTATE). The process mirrored what was happening in medicine at the time; in other words, hapters were short (1000-2000 words), the timeline for submission was compressed (2 weeks), and reviewers were given limited time to critique (1 week). While the fast-track publishing was relatively new to education, the goal was to quickly identify and then share
best practices for teaching and learning during a very challenging time.
The call resulted in an overwhelming number of manuscripts (N = 266) describing important and innovative work around the globe. After careful but rapid peer review, and in consultation with the Association for the Advancement of Computing in Education (AACE), a decision was made to publish both an open-access special issue in JTATE titled Preservice and Inservice Professional Development During the COVID-19 Pandemic (Hartshorne et al., 2020) and an eBook titled Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the Field (Ferdig et al., 2020). There were thirty-three articles in the special issue and 133 chapters in the eBook that were all submitted, reviewed, and published in 8 weeks (Ferdig et al., 2021).
Existing data to measure the success of either publication, at least quantitatively, include the number of downloads and citations of the book, the editorials for both publications, the articles, and the chapters. Having said that, anecdotally, authors and readers have shared that the publications gave them both specific strategies and hope during a difficult time.
The hope came from ideas for moving forward and the knowledge that they were not alone in their frustrations, needs, and concerns.
While such quantitative and anecdotal outcomes are desirable, and while the rapid publication process was relatively
novel for many in the field, there was one significant and acknowledged weakness. The speed at which the pandemic
swept the world meant that there was limited time to propose a research project, gain institutional review board (IRB) approval, collect and analyze data, and then prepare an article or chapter for submission. There were a few articles and chapters that did have data because they were working in areas related to pandemic solutions (e.g., online learning).
However, most of the writings lacked their own empirical data to support their claims. Authors wrote about their ideas and current work and then used other research to attempt to triangulate and theoretically support their proposed solutions.
At the time of conception in 2020, the value of supporting educators outweighed empirical needs (vs. theoretical or conceptual publications). However, it did provide an opportunity to be able to return to the topic two years later. In April of 2022, authors from both the special issue and the book were invited to share the research they had conducted since 2020 on the issue they presented in either of the earlier publications. They were asked to be transparent about what had worked, what had not worked, and what direction they had taken since their previous initiative. And, as with both earlier publications, they were asked to draw implications related to technology and teacher education.
... They also have to grade papers and tests, calculate grades, and undertake actions in developing students' well-being (Gomez & Catan, 2021). Moreover, to assist student development, teachers also spend time forming partnerships with parents (Graham-Clay, 2005), which is a time-consuming task. ...
This chapter revisits proposed suggestions and implications of utilizing virtual worklabs to complete coursework when the COVID-19 pandemic impacted the education system in 2020. Using reflexivity and ongoing
data collection, this chapter evaluates how worklabs build upon accountability and goal setting (e.g., structure, attendance, macro and micro goals). Reviewing strategies and tools from that period of time forward brings a deeper understanding to what is still relevant in learning today (e.g., flexibility in settings, collaboration, choice) and how reflecting on these processes during the last two years continues to evolve and provide implications for teacher educators, professional development, and K-12 classroom learning environments.
... They also have to grade papers and tests, calculate grades, and undertake actions in developing students' well-being (Gomez & Catan, 2021). Moreover, to assist student development, teachers also spend time forming partnerships with parents (Graham-Clay, 2005), which is a time-consuming task. ...
The Oxford Dictionary (2022) defines encouragement as the “act of giving someone support, confidence, or hope.” The use of encouragement in the classroom is nothing new, and the positive implications for encouraging students are known. However, there is a question of how teachers are receiving the much-needed support, confidence and hope post-pandemic. The impact of using safe texting platforms to provide more frequent encouragement for teachers at various stages of their educational careers has not been investigated. This study examines the extent in which teachers receive encouraging words, as well as the effects (if any) of encouraging text messages on in-service alumni and pre-service teachers. A purposive sample of 31 participants from the mid-Atlantic region were surveyed. Results suggest weekly encouraging messages positively impacted both in-service and pre-service teachers, while also aiding in relationship building. Participants indicated messages were timely, supportive, motivating, and impacted their overall mindset each week.
... They also have to grade papers and tests, calculate grades, and undertake actions in developing students' well-being (Gomez & Catan, 2021). Moreover, to assist student development, teachers also spend time forming partnerships with parents (Graham-Clay, 2005), which is a time-consuming task. ...
COVID-19 caused many rapid changes to the education system, often involving technology in one way or
another, and assessment was no outsider to these transformations. Many educators quickly realized that traditional methods of assessment were not always the best or most practical way to assess students in online
environments. Screencasting is a multimedia assessment approach that was previously suggested. As we transition back to more in-person learning, the use of screencasting for assessment in a variety of learning environments is examined.
... Öğretmen-veli arasındaki iletişim tek yönlü olabileceği gibi çift yönlü de olabilir. Öğretmen ebeveynlerle bilgi paylaşımını en üst düzeye çıkarmak için her iki yaklaşımı da en üst düzeyde kullanabilmelidir (Graham-Clay, 2005). Bu iki yaklaşım öğretmene, velinin ev ortamında çocuğunun eğitimine aktif katılımını destekleyen ve davet eden bir mekanizma sağlar. ...
The purpose of this research is to examine how the pandemic period influences study habits at home, in accordance with the perceptions of parents and teachers. The research group comprises 18 teachers teaching the first and second classes in the 2019-2020 academic year in a primary school in the Kangal District of Sivas province and 21 parents whose students are studying in the second grade in the same year. In this investigation, the phenomenological design, which is one of the qualitative research approaches, was applied. A descriptive analysis method was employed in the study of the data. As an outcome of the research, all of the teachers who participated claimed that they experienced challenges in acquiring the behavior of studying at home during the pandemic process. As a consequence of the teachers' judgments, it was concluded that distance education, which commenced with the epidemic phase, is not viable for the primary school level. During the epidemic period, the majority of parents reported that their adolescents struggled with motivation in their home study activities. Most of the parents indicated that assignments are required in online classroom learning. Furthermore, most parents believed that the home study habits developed during the outbreak would last long after the pandemic.
... To assist their children's learning in this new learning set-up, parents form relationships with teachers. This relationship is a sense of community between home and school that is dependent on good communication (Clay, 2005). Parents communicate with their children's teachers in order for them to grasp and know what they don't fully understand. ...
Parents play a significant role on children's development and have a long-term impact on their learning process. The shift in educational system enables parents to enhance their perspectives and decisions for the improvement of their children's education. Despite the difficulties that parents might be facing, their astonishing level of understanding of the circumstance revealed their unconditional love and commitment to their children. This qualitative study aims to reveal parents' manifestation towards their involvement and engagement in elementary education in the new educational environment. The study utilized descriptive approach to identify parents' views, practices, challenges and coping strategies. Ten (10) parents in elementary school given a set of criteria participated in the semi-structured interviews. The findings in this study lens in the theory of planned behavior to determine parents' views, practices, challenges and coping practices. Furthermore, the study revealed that intention of parents to perform their involvement and engagement is based on something they want to happen in their lives and into their children's lives, specifically for the improvement of elementary education. In addition, the manifestation of parents contributes to the existing knowledge of parental involvement and parental engagement in the Philippine educational setting.
The aim of the study was to explore the factors and barriers related to the incentive and opportunity of school–family communication. This work is part of the HOUSE‐Colégio F3 Project, ULisbon, which included 1,143 first‐year university students from the University of Lisbon, with average age of 19.61 ± 3.96 years. The young people who had better communication with their parents, greater family support and better family relationship were the ones who reported greater incentives for school–family communication. School–family communication and relationship were associated with the incentives for school–family communication and greater parental monitoring. These results align with the literature stating that parents' communication and presence in all areas of young people's lives, including the school context, foster better social and family relationships and academic results. This result should not be read as a call for non‐autonomy. Instead, it highlights that monitoring and supporting family presence promotes that autonomy.
Research studies demonstrate that when parents are maximally involved in their child's academics, it is likely to be claimed that the child is performing well and confidently at every stage of an academic journey. In the Pakistani context, this integral factor has not only failed to be noticed by the parents but also by the students themselves. Therefore, there seems to be a dire need to conduct a study that takes the perceptions of students into account. The current study aims to analyse the perceptions of students about parental involvement influencing their academic performance at a semi-government middle-level school in the district of Sukkur, Pakistan. The population of the study includes 6th, 7th, and 8th graders. A convenient sampling strategy was used to select the desired sample. The quantitative research approach was chosen using a self-developed questionnaire reviewed by content and construct experts. The data were analysed through descriptive analysis. The overall findings of these studies show that students perceive that parents should keep monitoring their child's studies and that there should be parent-teacher communication and child-parent communication as regards the children's academic performance. The respondents attached importance to parental involvement in school activities. This study recommends some actionable measures to increase parental involvement in middle school students' academics, such as schools should redevelop PTA meetings; teachers must be trained to communicate effectively with parents regarding minute aspects like a child's readiness; and parents should limit the screen time of their child during their study hours. Lastly, the study presents implications for parents, school administrators, and students to bridge the gap.
This empirical study focuses on the examination of concerns and competencies related to classroom management among primary school teachers. The data were collected during the 2022-2023 academic year from a sample omprised of primary school teachers in Demirci-Türkiye. The study employed two distinct scales, denoted as the "Classroom Management Concerns Scale" and the "Classroom Management Competency Scale” to measure their classroom management concerns and competencies. Notably, the study encompassed the entire target population without the utilization of sampling techniques. Regarding the specific sub-problems addressed in this study, no statistically significant differences were observed concerning the gender of the participants. However, significant differences in professional seniority were found, particularly in the dimensions of relationship management, instructional management, and time management, as well as in the overall scores of classroom management competencies. Furthermore, significant differenceswere detected in relationship management in relation to the graduates' academic fields. In addition, the participants' respective grade levels of teaching demonstrated significant differences in the realm of relationship management. In the final sub-problem analysis, a negative and weak correlation was found between the dimension of communication concerns and behavior management. To conclude, the findings derived from this comprehensive investigation were subjected to meticulous interpretation, and a series of pragmatic recommendations were proposed for both the academic field and practical application.
Research studies demonstrate that when parents are maximally involved in their child's academics, it is likely to claim that the child is performing well and confidently at every stage of an academic journey. In the Pakistani context, this integral factor is not only failed to be noticed by the parents but also by the students themselves. Therefore, there seems a dire need to conduct a study that keeps the perceptions of students into account. The current study aims to analyze the perceptions of students about parental involvement influencing their academic performance at semi-government Middle level school of district Sukkur, Pakistan. The population of the study includes 6th, 7th, and 8th graders. Convenient sampling strategy was used to select desired sample. The quantitative research approach was opted using a self-developed questionnaire reviewed by content and construct experts. The data were analyzed through descriptive analysis. The overall findings of this studies show that students perceived that parents should keep monitoring their child's studies, and there should be a parent-teacher communication and child-parent communication as regards the children’s academic performance. The respondents attached importance to parental involvement in school activities. This study recommends some actionable measures to increase parental involvement in Middle level students' academics such as schools should re-develop the (PTA) meetings; teachers must be trained to communicate effectively with parents regarding minute aspect like; child's readiness, and parents should limit the screen time of their child during their study hours. Lastly, the study presents implications for parents, school administrators, and students to bridge the gap.
The involvement of students in family businesses can have both positive and negative goods on their academic performance. Some studies suggest that family involvement can lead to better social-emotional chops, while others show a weak association between family involvement and academic issues. The number of children and family size can also impact educational success. Still, adulterous conditioning has been set up to have a positive effect on academic performance. It's important to consider the individual circumstances of each pupil and family when assessing the impact of family business involvement on academics.
The involvement of students in family businesses can have both positive and negative goods on their academic performance. Some studies suggest that family involvement can lead to better social-emotional chops, while others show a weak association between family involvement and academic issues. The number of children and family size can also impact educational success. Still, adulterous conditioning has been set up to have a positive effect on academic performance. It's important to consider the individual circumstances of each pupil and family when assessing the impact of family business involvement on academics.
Building relationships with students and their families is essential to being an effective teacher. Learning to build relationships should be taught in teacher preparation courses and allow for practicing these skills in classroom field experiences. Developing positive relationships leads to students feeling a greater sense of school connectedness and increased positive peer relationships. Relationship building is especially important when working with vulnerable populations such as students with disabilities and their families. Positive relationships with teachers are associated with positive academic and social outcomes for students with and without disabilities. This chapter will discuss building positive student-teacher-family relationships and will provide ideas for how pre-service and in-service teachers can develop those positive relationships.
The recent global pandemic triggered by the spread of COVID-19 left the majority of school systems across the United States moving quickly toward remote learning and hybrid models of education. As school buildings closed many K-12 school systems adopted a form of whole-school distance learning, leaving students to learn from home and families to support these swift changes. Black students and their families concurrently navigated the country’s “racial reckoning” due to the deaths of George Floyd, Breonna Taylor, and other unarmed Black men and women at the hands of the police.A qualitative study was guided by three goals: (1) to understand how Black students and their families experienced distance learning during the COVID-19 pandemic; (2) to examine how schools attempted to engage with Black students and their families during the COVID-19 pandemic, if at all; and (3) to build on the scant literature on the experiences of Black families during the COVID-19 pandemic and the implementation of distance learning. Nine focus groups were conducted with 10 students and 20 parents that explored Black middle and high school students and their families’ distance learning experiences. The data led to several notable findings. Black students and their families navigated a host of technological, social-emotional, mental health, and academic challenges in the move to implement remote learning. Parents’ roles shifted dramatically to support this new normal.
A diákok iskolai sikerét számos tényező befolyásolja. Habár a diákok egyéni képessége, motivációja, az oktatás minősége, a családi és iskolai környezet erőteljesen meghatározza a tanulási eredményességet és iskolai pályafutást, ezek mellett a pedagógusok és szülők közötti kapcsolat, és az annak alapjául szolgáló pedagógus – szülő közötti kommunikáció is fontos szerepet játszik. Jelen tanulmány egy rurális térségben (Hargita megye, Románia) végzett, félig strukturált interjús kutatás eredményeiről ad számot a pedagógus – szülő közötti kommunikációt akadályozó tényezőkről.
Pupils’ behaviour can affect teacher morale, attrition, and exclusions. Teachers’ efficacy beliefs can serve as a protective factor against stress and burnout. This study examined a possible association between teachers’ collective efficacy (CE) beliefs and exclusion rates, and whether student-teacher relationships (STRs) affected CE beliefs and teachers’ views about how they responded to difficult behaviour. A mixed methods design was utilised with four secondary schools in one UK local authority. A questionnaire ascertained CE beliefs. Subsequently, semi-structured interviews with ten teachers, with high and low CE, were conducted. A significant association was found between CE and the rate of fixed term exclusions. Interview data revealed four broad themes: The “Quality of Relationships”; the effects on “Efficacy Beliefs”; less “Reliance on Disciplinary Approaches” and having “Greater Tolerance”. Positive STRs enable teachers to provide an environment in which behaviours are more respectful, reducing the need for disciplinary approaches, such as exclusion.
Znanstvena monografija «Osnaživanje obitelji – izazovi i perspektive» rezultat je
kontinuiranog bavljenja obitelji kao tematikom s pozitivnog aspekta. Većina dosadašnjih
istraživanja su otpornost i osnaživanje obitelji promatrala pretežito iz perspektive ugroženih
obitelji i u riziku iako i ove obitelji iz našeg fokusa nisu izuzete. Sadržaj monografije je
orijentiran na karakteristike koje obitelji čine jakima i otpornima, odnosno na pitanja kakve
su to emocionalno zdrave, sretne, uspješne obitelji, a odnose se na opću populaciju. Doprinos
monografije je u nastojanju da se znanstvenim diskursom ponudi objašnjenje i rasvijetli
ova marginalizirana tema s kojom se, zbog njene kompleksnosti i izazovnosti rijetki autori
odlučuju baviti.
Islamic Religious Education teachers need to establish harmonious relationships with parents and students during the Covid-19 Pandemic even though students study from home, so communication between teachers and parents is required to supervise their children’s learning at home. This study aims to analyze the communication patterns used by Islamic Religious Education teachers and parents during the Covid-19 Pandemic and the supporting and inhibiting factors in Junior High Schools. The research method used is descriptive qualitative with a phenomenological approach. Data were collected through in-depth interviews with structured interview techniques. Tool for organizing data with Thematic Analysis. Then the data were analyzed by the Colaizzi method. This study concludes that the communication pattern used by Islamic Religious Education teachers and parents is a secondary or two-way communication pattern. Harmonious communication between teachers and parents supports student and teacher learning success. Thus, the communication needs to be carried out intensely and continuously and involves other school members such as school principals, homeroom teachers, and students.
Aim: This meta-ethnography views social capital as a resource to be generated, within contexts of parental participation with schools, offering possibilities for a positive change in power relations, and the addressing of social justice concerns.
Rationale: Increased parental participation with children’s learning has a positive impact on children’s achievements. When participation does not happen, responsibility is often placed with ‘hard to reach’parents. Social capital theory suggests parents differ in their access to capital that affects their ability to act and participate with schools. This meta-ethnography explores examples of parent-school relations which impact positively on parents, regarding empowerment, parent voice and social capital.
Findings: Key concepts generated were ‘Cultural and Social Factors’, ‘Parental Expectations’, ‘Communication’, ‘Belonging’ and ‘Influence’. A framework is presented addressing the five themes across three levels. The findings emphasised the importance of relational justice in parental participation with schools, and listening to others as an act of recognition.
Limitations: Given the interpretive nature of meta-ethnographic research, there are limitations to the generalisability of the findings. However, qualitative research enables us not to predict but anticipate what might be involved in analogous situations.
Conclusions: Schools should invest in understanding the cultural and social lives of their pupils’ families, as well as parents’ expectations around participation. This should lead to improved communication and relationships with parents, supporting a sense of belonging. Schools should look for opportunities to promote parental agency and competence, to work collaboratively with parents, and to empower parents in how they engage with their children’s learning.
Purpose: The goals of this study were to determine the effects of home facilities on children's education with dyslexia, as well as to investigate the extent to which the scope and contents of geography influence students' attitudes toward volunteerism in children with dyslexia. Methodology: The study used a descriptive survey research design and four research questions to guide the literature review. A 40-item close ended questionnaire was used to collect data from a sample of 20 children and parents from three primary schools in the Wum municipality using the simple random sampling technique. Findings: According to the findings, 74.5% of parents strongly agreed and agreed that home facilities has a positive effect on children with dyslexia and 25.5% of disagreed. About 70.5% of parents strongly agreed and agreed that parents volunteerism influence the education of children with dyslexia and 29.5% of parents disagreed parental volunteerism has no influence on the education of children with dyslexia. About 54.5% of parents strongly agreed that their decision making have an impact on the education of children with dyslexia and 45.5% strongly disagreed and disagree saying that decision making have no impact on the education of children. A total of 60.5% of children strongly agreed and agreed that home facilities has a positive effect on children with dyslexia and 39.5% of disagreed to the established items under this research question. About 74% of children strongly agreed and agreed that parents volunteerism influence the education of children with dyslexia as can be seen above and 26% of children disagreed parental volunteerism has no influence on the education of children with dyslexia. A total of 61% of pupils strongly agreed that decision making has an effects on the education of children with dyslexia and also 31% of pupils strongly disagreed that decision making does not has an effects on the education of children with dyslexia. Conclusion: Thus from the average percentage score on this research question it clear that respondents overwhelmingly accepted the fact that teachers skills has a positive influence on their academic performance. Recommendations: The study recommended that schools develop and maintain allies between schools and communities for better children's performances with dyslexia. Schools should devise models of supervising and ensuring parental involvement in school activities and schooling for their children. The study also recommend schools to develop monitoring and evaluation measures to access performance, progress, outcome, and impact of engagement strategies.
This qualitative study explored the importance of positive interactions between parents and teachers towards the socio-emotional development of the young child. The purpose of this study was to understand the dynamics of the parent-teacher relationship in the young child's (3-4 years old) socio-emotional development and hence stimulate the need for intentional parent-teacher meetings and positive relationship building. Eight parents and eight teachers were observed, and a semi-structured interview was conducted with each of them relating to their relationship and the socio-emotional development of the young child. The children were merely observed to understand and analyse their socio-emotional behaviour in relation to the required age-appropriate developmental milestones. The study illuminated good parent-teacher relationships to ensure the optimal socio-emotional development of young children, effective planning, and communication in ensuring a good parent-teacher relationship and the importance of a “Parent-Teacher Relationship Building” module in the teacher education programme.
Online Learning makes parents indirectly have a close relationship with teachers. However, to get good communication, both parties do not just communicate but also must have certain techniques to be able to produce positive and efficient communication. The focus of this research is centered on the interpersonal communication process carried out by parents to teachers using CMC theory. This research is a descriptive study using a qualitative approach. The sample taken in this study were 5 parents in SD Madrasah Ibtidaiyah Negeri Surakarta, where the researcher only interviewed one parent who accompanied their child when learning online. This research uses probability sampling with simple random sampling technique. The data collection technique is done through online interviews, non-participant observation, document studies and using triangulation techniques. The results showed that when in distance learning conditions, the strategies adopted by parents were adjusted to their character, because the characters were different, it would affect the way of openness/communication. Then it is also related to the communication media provided.Abstrak Online learning membuat para orang tua secara tidak langsung memiliki hubungan yang erat dengan para guru. Namun, untuk mendapatkan komunikasi yang baik, kedua belah pihak tidak hanya sekedar berkomunikasi saja tetapi juga harus memiliki teknik tertentu agar mampu menghasilkan komunikasi yang positif dan efisien. Fokus penelitian ini terpusat pada proses komunikasi interpersonal yang dilakukan oleh orang tua kepada guru dengan menggunakan teori CMC. Penelitian ini merupakan penelitian deskriptif dengan MENGGUNAKAN pendekatan kualitatif. Sampel yang diambil dalam penelitian ini adalah 5 orang tua murid SD Madrasah Ibtidaiyah Negeri Surakarta, dimana peneliti hanya mewawancarai salah satu orang tua saja yang mendampingi anaknya ketika pembelajaran daring. Penelitian ini menggunakan probability sampling dengan teknik simple random sampling. Teknik pengumpulan datanya dilakukan melalui wawancara secara daring, observasi non partisipan, studi dokumen dan menggunakan teknik triangulasi. Hasil penelitian menunjukkan bahwa ketika dalam kondisi Pembelajaran Jarak Jauh, maka strategi yang dilakukan oleh orang tua yaitu disesuaikan dengan karakter mereka, karena karakternya berbeda maka akan mempengaruhi cara keterbukaan/cara komunikasi. Kemudian juga berkaitan dengan media komunikasi yang diberikan.
When teachers acknowledge and adapt to different cultural values, they can work collaboratively to strengthen the learning environment of the whole community.
This study investigated immigrant Chinese Canadian mothers' involvement in the education of their children with disabilities. Semistructured interviews were conducted with 10 recent immigrants. Thirteen categories emerged, which were subsumed under 4 thematic areas: (a) challenges in adapting to a new environment, (b) limited English proficiency, (c) different views toward education, and (d) involvement in the children's education. Implications of the findings are discussed in terms of enhancing home–school communication and addressing obstacles to intercultural communication faced by teachers and immigrant parents.
Through the Bridging Cultures Project, a longitudinal collaborative action research project, seven elementary school teachers working with immigrant Latino students and families learned about a framework for understanding culture, as well as how to conduct ethnographic inquiry, in order to learn about the particular families they serve. Learning about the constructs of "individualism" and "collectivism" enhanced teachers' understanding of their own cultures, the culture of U.S. schools, and the cultures of their immigrant Latino students. In this paper, we describe how changes in the teachers' understanding of culture influenced their thinking, their professional practice, their relation-ships with parents, and—consequently—parents' involvement in schooling. Even within this small group of teachers, variability in innovation and imple-mentation of strategies is evident, reflecting how cultural factors, personal fac-tors, and other factors influence teacher change and parent involvement.
Home–school relations are a growing concern for both teachers and parents. Time constraints sometimes prevent the timely, helpful contacts that enhance the mutual home and school awareness of children's academic and personal progress, and as children grow older, the connection between school and home becomes more difficult, although equally important to maintain. Two studies were conducted that explored the satisfaction of both parents and teachers with their accessibility to each other. Further, an intervention was monitored in which a voice–mail telephone system was used as an alternative vehicle for communication between parents and teachers. Findings showed an enhancement at the upper elementary level in both quality and quantity of teacher–parent communication.
Because the term “learning community” has been used with increasing frequency to describe schools, this article synthesizes theoretical and empirical research to describe learning community as a construct. The overall purpose is to describe a viable lens through which schools can be viewed in a meaningful manner. First, a summary of the effective schools’ model is used to explain the evolution of learning communities. The construct is then described in terms of three broad dimensions: cognitive, affective, and ideological. A summary with suggestions for future research is provided.
The building of connections between family, school, and community can ben-efit children from before the time they enter Kindergarten until after they have left our schools. Through an analysis of 13 in-depth teacher interviews, this study explores the role of the teacher in the home-school partnership and how teachers come to understand families in a rural New England community. Findings suggest that two key processes to understanding families include gathering information through communication and observation and making meaning of the information through comparisons to other families, one's own family, and the particular family over time. Implications for research, practice, and professional development are discussed.
Attitude, behavior, and communication are the ABCs from which a school can create a customer-friendly environment that welcomes and serves all its constituents.
Parents of middle schoolers - kids in those "roller-coaster years" - often feel left out and come across as critical. Here are some tactics teachers can use to enlist parents as partners.
This study inquired into the meaning of family-professional partnerships from the perspective of Japanese families of children with disabilities. Data were collected from 30 mothers who participated in focus groups and/or interviews in Japan. Qualitative data analysis guided identification of four themes. The study's contributions are discussed in relation to not only Japanese society, but also to the global community including the United States. The study's implications for developing partnerships with culturally diverse families also are discussed.
In this study we compared traditional parentteacher conferences with an alternative collaborative model that included students as participants (family-school conferences). Data were drawn from a 3-year project conducted with 15 teachers and 346 parents from a suburban elementary school (K-4). We collected surveys from parents regarding traditional (N = 199) and family-school (N = 84) conferences and conducted intensive training with 10 teachers and 16 target families. Interview and videotape data were collected from these teachers and target families, who were chosen in part because their children had mild learning or behavior problems. Data were analyzed using quantitative and qualitative methods. Results indicated that teachers and parents valued traditional conferences as opportunities for information exchange; however, both groups reported experiencing anxiety in ways that may interfere with communication. Although the family-school conference model was not fully implemented by teachers as anticipated, these conferences appeared to be characterized by increased communication among adults, increased learning about children, and a positive, conversational style. Implications of the model for developing positive familyschool relations are discussed.
This article represents an example of how a solution-focused conversation can assist everyone involved with a school problem in the creation of an atmosphere where everyone is involved in stopping "the problem." For example, identifying the role of the teacher during times when the problem is occurring less gives the teacher clues as to which lesson plans are more effective. Discovering the times when the parent observes more successful academic production at home gives the teachers clues as to how to help the student in class. Together with the student, all three parties are more likely to come up with a solution that fits the child rather than prescribing a tried and true remedy that worked for other students but not the concerned student. The result is a conversation that leaves both parent and teacher consciously working on the same issue with an understanding of what their roles are with the student and helps the student to be more successful.
Six suggested uses of videotape for communication with parents of children with severe disabilities include progress reports, individualized education program meetings, summer programming, integration activities, transition planning, and home use. Parents involved in these uses have reported increased understanding of their child's instruction and their own role. (DB)
Suggestions are offered for educating teachers to plan, conduct, terminate, and follow-up conferences with parents of handicapped children. (CL)
An Oregon elementary teacher attributes her best teaching year ever to parents' and community members' voluntary participation. They got involved in four ways--communicating through voice mail, sharing expertise in the classroom, helping gather lesson materials, and participating in monthly learning celebrations. These activities supplemented district outreach efforts via newsletters, semester conferences, a community week, and seasonal socials. (MLH)
According to a Pittsburgh study, all families, regardless of socioeconomic status, have similar preferences concerning the nature and conduct of school communications. Parents view a "professional," businesslike manner as undesirable, whereas a personal touch (or timely information presented informally) is most likely to win parents' esteem. Includes eight references. (MLH)
To answer the need for better communication between elementary school parents and teachers, this book begins with a theoretical and philosophical framework and reviews the research and current thinking about the need for and value of partnerships between home and school. The book also considers some special needs of parents in today's increasingly complex and diverse society. Most of the book is devoted to presenting guidelines and discussing specific ideas and strategies for building a communication partnership. Specific activities identified and reviewed in the book include: school-wide picnics and potlucks; August open house; back-to-school night and open house; newsletters; translations for non-English-speaking parents; a call a day; report cards; parent and teacher conference techniques; the parent center; interactive parent-teacher journals; welcome video; parent welcome and outreach; tips for success booklet; parent handbook; and parent nights. Sample letters and flyers to promote activities are included. (NKA)
Discusses how parents and teachers of students with emotional and behavioral disabilities can build and maintain effective parent-teacher communication by "passing notes." The value of written communication is stressed and the daily notebook communication procedure, based on daily inserts from both the teacher and parent, is highlighted. (CR)
Suggestions are offered to special educators for improving communication at parent-teacher conferences, including relationship skills such as demonstrating genuine caring, building rapport, listening, showing empathy, reflecting affect, and using clarifying statements. A checklist for self-monitoring in these areas is included. (DB)
More than 200 videos, produced primarily by students, have circulated to families since a Virginia middle school's Home Visions Program began during the 1997-98 school year. Videos show students and teachers in action and contain valuable information on how parents can help their child succeed academically. Science projects figure prominently. (MLH)
Since 1975, "The Skilled Helper" has been a leading text for beginning courses in counselor education, human services, social work, and psychology health sciences. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study surveyed 308 African-American, Hispanic-American, Native-American and European-American parents to assess their level of participation in various transition planning activities and how important each activity was to them. In addition, 52 school professionals completed a parallel survey of their perceptions toward parent participation. Analyses indicate that culturally and linguistically diverse parents are active in the transition process and, in some instances, their level of reported participation surpassed that of European-American parents. In contrast, professionals described culturally and linguistically diverse parents as less involved than European-American parents in the majority of transition activities. The results are discussed in terms of how the participation of culturally and linguistically diverse parents can be better supported and the importance of transition planning extending beyond school to include other life domains.
Incluye bibliografía e índice
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Susan Graham-Clay is a practicing school psychologist with the Simcoe
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Canada. She can be reached at: Institute of University Partnerships and Advanced Studies, Georgian College, C310, 1 Georgian Drive, Barrie, Ontario,
Canada L4M 3X9, or by e-mail at: sgrahamclay@georgianc.on.ca.
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We're ALL WELCOME HERE
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