Teachers' School-to-Home Communications and Parent Involvement: The Role of Parent Perceptions and Beliefs. Report No. 28.

Autor/inn/en	Ames, Carole; und weitere
Institution	Center on Families, Communities, Schools, and Children's Learning.; Michigan State Univ., East Lansing. Coll. of Education.
Titel	Teachers' School-to-Home Communications and Parent Involvement: The Role of Parent Perceptions and Beliefs. Report No. 28.
Quelle	(1995), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Education; Elementary School Teachers; Family School Relationship; Feedback; Interpersonal Communication; Longitudinal Studies; Parent Participation; Parent School Relationship; Parent Teacher Cooperation; Parents + Suchen Sie Ihr Suchwort? Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interpersonale Kommunikation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Eltern
Abstract	This study is part of a longitudinal project examining the relationship between parent involvement and specific types of teacher practices, namely school-to-home communications. The study sample included 35 elementary school teachers from 4 midwestern school districts in small cities and rural areas, and a control group of 34 teachers from different schools in the same district. An intervention program was designed to increase teachers' use of home-to-school communication practices, and targeted the frequency, content and structure of these communications. The study evaluated the teachers' use of home-to-school communications from both the teachers' and parents' perspectives and assessed parent involvement from the parents' and child's perspectives. The study found that parents' overall evaluation of the teacher, their sense of comfort with the school, and their reported level of involvement was higher when they received frequent and effective communications. Children's motivation, attitudes toward parent involvement, and perceptions of their parents' level of involvement were more positive when their parents received frequent communications from the teacher. The findings suggest that helping teachers develop a sense of efficacy for involving parents may be an important component in school-based initiatives that intend to encourage teachers to enact parent involvement programs. The findings also suggest that school-to-home communications seem to be related to the parents' level of comfort with the school and their perceptions of their child as a learner. Contains 31 references. (TJQ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01