Log in

Relevant bibliographies by topics / Elementary Teachers Parent-teacher relationships

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers

Academic literature on the topic 'Elementary Teachers Parent-teacher relationships'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Elementary Teachers Parent-teacher relationships.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Elementary Teachers Parent-teacher relationships"

1

Santiago, Rachel T., S. Andrew Garbacz, Tiffany Beattie, and Christabelle L. Moore. "PARENT-TEACHER RELATIONSHIPS IN ELEMENTARY SCHOOL: AN EXAMINATION OF PARENT-TEACHER TRUST." Psychology in the Schools 53, no. 10 (2016): 1003–17. http://dx.doi.org/10.1002/pits.21971.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Hou, Yu-Ju, and Ming-Fang Hsieh. "Helping parents reexamine children’s emergent writing performance through parent–teacher portfolio sharing conferences." Australasian Journal of Early Childhood 44, no. 4 (2019): 378–91. http://dx.doi.org/10.1177/1836939119870924.

Full text

Abstract:

This study documented how the teacher conducted one-on-one portfolio sharing conferences with the parents to help them understand their children’s emergent writing performances. Data included the selection and analysis of children’s writing samples, parent–teacher conferences, and teacher interviews. The results indicated that parents’ perspectives on children’s writing reflect their concerns regarding their children’s transition to elementary education and limited understanding of emergent writing development. After the parent–teacher conferences, the parents demonstrated better understanding of emergent writing, became more confident about their children’s writing performance, and affirmed the benefits of parent–teacher sharing conferences. Lastly, the study increased teachers’ understanding about parents’ perspectives and improved the teacher–parent relationship.

APA, Harvard, Vancouver, ISO, and other styles

3

S.Yoon, Jina. "TEACHER CHARACTERISTICS AS PREDICTORS OF TEACHER-STUDENT RELATIONSHIPS: STRESS, NEGATIVE AFFECT, AND SELF-EFFICACY." Social Behavior and Personality: an international journal 30, no. 5 (2002): 485–93. http://dx.doi.org/10.2224/sbp.2002.30.5.485.

Full text

Abstract:

Students' misbehavior has been consistently linked to teachers' reports of stress. The purpose of this study was to investigate whether or not teacher stress, negative affect, and self-efficacy predict the quality of student-teacher relationships. Participants included 113 elementary (K-5th) teachers in a metropolitan area in the United States. A survey method was used to measure teacher perceptions in working with difficult students and their relationships with students. Negative teacher-student relationships were predicted by teacher stress. Significant correlations were found among negative affect, teacher stress and negative relationships. Implications for teacher support and continuing education issues are discussed.

APA, Harvard, Vancouver, ISO, and other styles

4

Guin, Kacey. "Chronic Teacher Turnover in Urban Elementary Schools." education policy analysis archives 12 (August 16, 2004): 42. http://dx.doi.org/10.14507/epaa.v12n42.2004.

Full text

Abstract:

This study examines the characteristics of elementary schools that experience chronic teacher turnover and the impacts of turnover on a school’s working climate and ability to effectively function. Based on evidence from staff climate surveys and case studies, it is clear that high turnover schools face significant organizational challenges. Schools with high teacher turnover rates have difficulty planning and implementing a coherent curriculum and sustaining positive working relationships among teachers. The reality of these organizational challenges is particularly alarming, given that high turnover schools are more likely to serve low-income and minority students. The negative relationship between teacher turnover and school functioning, and the fact that turbulent schools are disproportionately likely to serve lowincome and minority students have important implications for both district and school-level policies. Specifically: Teacher turnover rates are one indicator of school health, which school districts should consider when focusing on school improvements. Districts need to begin by developing the means to identify individual schools that experience high levels of teacher turnover. Current district policies in implementing professional development for teachers in low-performing schools are inefficient when teachers do not remain in the schools in which they are trained. In order for low-performing schools to improve, districts need to consider providing incentive programs so that high quality teachers apply for, and remain in, these schools. Future research is needed to address the causal link between turnover, organizational functioning and student outcomes. Additionally, there is a need for research examining district policies that may facilitate teacher turnover within a district, including how districts place and transfer teachers, as well as how teachers’ salaries are budgeted.

APA, Harvard, Vancouver, ISO, and other styles

5

Hill, Heather C. "The Nature and Predictors of Elementary Teachers' Mathematical Knowledge for Teaching." Journal for Research in Mathematics Education 41, no. 5 (2010): 513–45. http://dx.doi.org/10.5951/jresematheduc.41.5.0513.

Full text

Abstract:

This article explores elementary school teachers' mathematical knowledge for teaching and the relationship between such knowledge and teacher characteristics. The Learning Mathematics for Teaching project administered a multiple-choice assessment covering topics in number and operation to a nationally representative sample of teachers (n = 625) and at the same time collected information on teacher and student characteristics. Performance did not vary according to mathematical topic (e.g., whole numbers or rational numbers), and items categorized as requiring specialized knowledge of mathematics proved more difficult for this sample of teachers. There were few substantively significant relationships between mathematical knowledge for teaching and teacher characteristics, including leadership activities and self-reported college-level mathematics preparation. Implications for current policies aimed at improving teacher quality are addressed.

APA, Harvard, Vancouver, ISO, and other styles

6

Sutherland, K. S., M. A. Conroy, B. D. McLeod, K. Granger, M. Broda, and R. Kunemund. "Preliminary Study of the Effects of BEST in CLASS–Elementary on Outcomes of Elementary Students With Problem Behavior." Journal of Positive Behavior Interventions 22, no. 4 (2020): 220–33. http://dx.doi.org/10.1177/1098300719900318.

Full text

Abstract:

Student problem behaviors in early elementary school are associated with fewer learning opportunities, poor relationships with teachers, and academic and behavioral problems, including increased risk of emotional/behavioral disorders (EBDs). This study examined the effect of BEST in CLASS–Elementary (BEST in CLASS-E), a Tier 2 intervention delivered by teachers, on student problem behavior, academic achievement, teacher–student relationships, and classroom quality using a randomized controlled trial design. Participants were 45 kindergarten to grade 3 students identified at risk of development of EBDs and their 26 teachers from three elementary schools located in an urban school district. BEST in CLASS-E was found to decrease teacher-reported student problem behavior and increase teacher–student closeness; no effects were noted for academic achievement or overall classroom quality. Results suggest the promise of BEST in CLASS-E as a Tier 2 intervention delivered by teachers in elementary classrooms. Implications and limitations of the study are discussed.

APA, Harvard, Vancouver, ISO, and other styles

7

Clark, Lawrence M., Jill Neumayer DePiper, Toya Jones Frank, et al. "Teacher Characteristics Associated With Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions." Journal for Research in Mathematics Education 45, no. 2 (2014): 246–84. http://dx.doi.org/10.5951/jresematheduc.45.2.0246.

Full text

Abstract:

This study investigates relationships between teacher characteristics and teachers' beliefs about mathematics teaching and learning and the extent to which teachers claim awareness of their students' mathematical dispositions. A professional background survey, a beliefs and awareness survey, and a teacher mathematical knowledge assessment were administered to 259 novice upper-elementary and 184 novice middle-grades teachers. Regression analyses revealed statistically significant relationships between teachers' beliefs and awareness and teachers' mathematical knowledge, special education certification, race, gender, and the percentage of their students with free and reduced meal status. This report offers interpretations of findings and implications for mathematics teacher education.

APA, Harvard, Vancouver, ISO, and other styles

8

Arbeau, Kimberley A., Robert J. Coplan, and Murray Weeks. "Shyness, teacher-child relationships, and socio-emotional adjustment in grade 1." International Journal of Behavioral Development 34, no. 3 (2010): 259–69. http://dx.doi.org/10.1177/0165025409350959.

Full text

Abstract:

The goal of the present study was to explore the moderating role of teacher—child relationships in the relation between shyness and socio-emotional adjustment in early elementary school. Participants were n = 169 grade 1 children (Mage = 76.93 mos, SD = 3.86). Shortly after the start of the school year (September), parents completed an assessment of their child’s shyness. In January/February teachers completed the Student—Teacher Relationship Scale (STRS; Pianta, 2001). At the end of the school year (May/June), child adjustment was assessed by both child and teacher reports. Among the results, shyness and negative teacher—child relationships (i.e., dependent, conflictual) were related to socio-emotional difficulties, whereas close teacher—child relationships were associated with indices of positive adjustment. However, several interaction effects were also observed, with teacher—child relationships moderating the relations between shyness and adjustment. The pattern of results suggested a potential protective role for teacher—child relationships in shy children’s adjustment. Results are discussed in terms of the contributions of teachers to young shy children’s school adjustment.

APA, Harvard, Vancouver, ISO, and other styles

9

Cowen, Joshua M., and Marcus A. Winters. "Do Charters Retain Teachers Differently? Evidence from Elementary Schools in Florida." Education Finance and Policy 8, no. 1 (2013): 14–42. http://dx.doi.org/10.1162/edfp_a_00081.

Full text

Abstract:

We analyze patterns of teacher attrition from charter schools and schools in the traditional public sector. Using rich data on students, teachers, and schools in Florida, we estimate teacher effectiveness based on repeated test scores reported at the student level for each teacher over time. Among all teachers, those in charter schools appear more likely to exit the profession than those in the traditional public sector, and in both sectors the least effective teachers are more likely to exit than their more effective counterparts. Few of these relationships appear evident for within- or between-district transfers, and there are no differential relationships between effectiveness and attrition in the charter sector. We interpret these results as indicating that whatever administrative or organizational differences may exist in charter schools, they do not necessarily translate into a discernible difference in the ability to dismiss poorly performing teachers.

APA, Harvard, Vancouver, ISO, and other styles

10

Van Loan, Christopher L., and Justin D. Garwood. "Measuring Relationships Between Adolescents With Emotional and Behavioral Disorders and Their Teachers: A Psychometric Report." Assessment for Effective Intervention 45, no. 2 (2018): 144–50. http://dx.doi.org/10.1177/1534508418786779.

Full text

Abstract:

Students with emotional and behavioral disorders (EBD) have difficulty forming and maintaining high-quality relationships with their teachers, yet they have the most to gain from positive relationships. The majority of studies examining teacher–student relationships have been correlational, focused on preschool and elementary-aged children, and relied solely on teacher ratings. To extend this line of research, we examined the internal consistency and internal construct validity of two new teacher- and student-report instruments assessing relationship quality. This brief psychometric study was conducted with 92 middle school students with EBD and their 11 teachers. Results showed strong psychometric properties for both instruments. Utility of the instruments in intervention work and future directions for research on the instruments are discussed.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Elementary Teachers Parent-teacher relationships"

1

Peña, Luis Rene. "How elementary school teachers think about and support parent involvement in an urban Latino elementary school." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1481676701&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Sandberg, Michael. "A study of selected teachers' methods to improve parental involvement in education /." Full text available online, 2009. http://www.lib.rowan.edu/find/theses.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Schluter, Traci Diane Yates. "Perceptions of school-based competence : parents' and teachers' conceptions of parent and teacher competence /." Digital version, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008437.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Wright, Tim. "Parent and teacher perceptions of effective parental involvement." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Mirza, Carly A. "Investigating Teachers' Insights| The Influences of Perceived Barriers of Parental Involvement on Parent-Teacher Relationships." Thesis, Minot State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10830689.

Full text

Abstract:

<p> The purpose of this study was to provide an insight into the perspectives that teachers have on the barriers that prevent parental involvement in the classroom. Four qualitative questions formed the foundation of this study: 1. What are teachers’ perceptions regarding barriers to parental involvement in the school? 2. How does parental involvement in the school influence the parent-teacher relationship? 3. What efforts are teachers taking to incorporate parental involvement within the schools? And 4. What recommendations would teachers suggest to better incorporate parents into their child’s educational programming? Participants in this study were elementary teachers who have had at least three or more years of teaching experience. To collect data, semi-structured face-to-face interviews that lasted approximately half an hour were used. Three themes emerged from the interviews: 1) Barriers of Parental Involvement, 2) Strategies for Communication, and 3) Recommendations for Parental Involvement.</p><p>

APA, Harvard, Vancouver, ISO, and other styles

6

Windsor, Nancy Lynn. "Analysis of parent-teacher communication preferences in rural elementary schools and parent involvement /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946311.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Taylor, Sonja. "Use of Role and Power in Parent-Teacher Relationships: Perceptions from the Parent Perspective." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2324.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

Jones, Megan. "See how we are : voices of refugees and their helpers during resettlement /." ProQuest subscription required:, 2005. http://proquest.umi.com/pqdweb?did=1184156671&sid=2&Fmt=2&clientId=8813&RQT=309&VName=PQD.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Pang, I.-wah, and 龐憶華. "Teacher-parent communications: the development and evaluation of a model of teacher intention andbehavior for Hong Kong primary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31240884.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Arnold-Massey, Helen P. Baker Paul J. "Retention of new teachers in high performing high poverty schools." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1273119641&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181240377&clientId=43838.

Full text

Abstract:

Thesis (Ed. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on June 7, 2007. Dissertation Committee: Paul Baker (chair), Amee D. Adkins, Joseph Pacha, Ronald L. Cope. Includes bibliographical references (leaves 149-157) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Elementary Teachers Parent-teacher relationships"

1

Docking, J. W. Primary schools and parents: Rights, responsibilities and relationships. Hodder and Stoughton, 1990.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Stacey, Mary. Parents and teachers together: Partnership in primary and nursery education. Open University Press, 1991.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Office, Great Britain Welsh. Links between parents, community and primary schools: Primary education in Wales : addysg gynradd yng Nghymru. (Welsh Office), 1985.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Angela, Jackson, National Children's Bureau, and Belfield Community Council, eds. The Belfield reading project final report. Belfield Community Council, 1987.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Lehrer-Eltern-Kooperation in der Grundschule: Erfahrungen und Reflexionen. P. Lang, 1993.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Simmons, Joyce Nesker. School problems: Questions parents ask about school. Pembroke Publishers, 1996.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Phillips, Gary L. What's a parent to do?: The home-school conspiracy. EduServ Inc., 1992.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Politics and the primary teacher. Routledge, 2012.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Brilliant primary school teacher: What you need to know to be a truly outstanding teacher. Pearson, 2011.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

1957-, Mayne Laura, ed. Meet the teacher: How to help your child navigate elementary school : a common sense guide for parents. Firefly Books, 2010.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Elementary Teachers Parent-teacher relationships"

1

Fisher, Molly H., Edna O. Schack, Jonathan Thomas, et al. "Examining the Relationship Between Preservice Elementary Teachers’ Attitudes Toward Mathematics and Professional Noticing Capacities." In Research Trends in Mathematics Teacher Education. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-02562-9_12.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Kwok, Sylvia. "Implementation of Positive Education Projects in Hong Kong." In The Palgrave Handbook of Positive Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_27.

Full text

Abstract:

AbstractApplying the PERMA model, several positive education projects were launched in pre-primary, primary, high schools, and universities in Hong Kong. The projects were guided by a six-level implementation process described as learn it, live it, reflect it, conceptualize it, apply it and embed it. The pre-primary school project focused on the character strengths of creativity, bravery, hope, love, altruism, honesty, gratitude, and forgiveness. The whole school positive education project in primary schools aimed to enhance the wellbeing of teachers and students, and involved teacher trainings, parent workshops, student activities, and a positive education curriculum. The high school project emphasized promoting optimism, hope, and character strengths, aiming to decrease students’ anxiety. The university project aimed to nurture and enhance the development of students’ positive emotions, relationships, purpose, accomplishments, engagement, and health. The projects were effective in increasing the wellbeing and decreasing the mental health problems of students. Characteristics of the positive education projects and factors affecting effectiveness of the projects are discussed and suggestions for future direction of positive education in Hong Kong are proposed.

APA, Harvard, Vancouver, ISO, and other styles

3

Sullivan, Dennis D. "Elementary Teachers' Math Instructional Practices, Receptivity to Change, Instructional Leadership, and Academic Optimism." In Maximizing Social Science Research Through Publicly Accessible Data Sets. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3616-1.ch009.

Full text

Abstract:

This study sought to identify the relationships among elementary teachers' instructional practices in mathematics pre- and post-Common Core Learning Standards (CCLS) implementation in relation to technological and pedagogical content knowledge (TPACK), formative assessment, reflective practice, receptivity to change, academic optimism, and instructional leadership across age, years of experience, grade level taught, and college math credits taken in high and low needs schools. Teacher responses from low and high need schools across age, years of teaching experience, grade level taught, and college math credits taken were examined with the dimensions of mathematics instructional practices to see if any relationships exist among the variables. The implementation of CCLS mathematics had an influence on elementary-school teachers' instructional practices and attitudes in both high and low needs schools. Teacher academic optimism was reported as overall higher in high needs districts, whereas teachers in low needs districts reported an increase in instructional motivation practices after the implementation of CCLS mathematics.

APA, Harvard, Vancouver, ISO, and other styles

4

"Music Teacher Training to Build a Musical Community." In Transforming Music Education in P-12 Schools and the Community. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2063-5.ch010.

Full text

Abstract:

This chapter describes how pre-service teachers and future music teachers facilitate peer learning and collaboration in their teacher training courses. This chapter first introduces a case that every student in a Japanese teacher training course learns composition independently and collaboratively. Collaboration involves the mixture of peer-to-peer learning, hands-on one-on-one instruction, and group learning that can strengthen teacher education programs by offering a variety of interactive opportunities. The chapter also introduces a school-wide and local community collaboration among university, elementary school, kindergarten, and community to create a large musical show. Finally, in the chapter, the concluding one, one of the main purposes of music education is to build musical communities to learn from each other and to share musical enjoyment with different individuals. In essence, music is the best way to build a community. For an ideal music teacher training, it is essential for future teachers to become able to collaborate musically and to build collegial relationships with other fellows to learn from the differences.

APA, Harvard, Vancouver, ISO, and other styles

5

Boivin, Jacquelynne Anne. "The Dream Team." In Supporting Early Career Teachers With Research-Based Practices. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6803-3.ch001.

Full text

Abstract:

The main objective of this chapter is to explore the integral partnership between school counselors and classroom teachers when benefitting students with backgrounds faced with adversity. The role of communication in stabilizing students' supports and bolstering relationships between teachers and counselors is delineated, along with other counselor-related classroom concerns. Direct counselor support benefits students, but counselor support of teachers as a means of self-care practice secondarily supports students as well. Anecdotal evidence from the author's experience as an elementary classroom teacher helps to contextualize the understandings presented from the research literature.

APA, Harvard, Vancouver, ISO, and other styles

6

Arntzen, Jenny, and Don Krug. "ICT Ecologies of Learning." In Adaptation, Resistance and Access to Instructional Technologies. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-854-4.ch019.

Full text

Abstract:

This multiple case study investigates how a cohort of thirty-eight elementary teacher candidates (TC) and a volunteer subgroup of eight teacher candidate researchers (TCR) were prepared to use ICT in their teacher education program (TEP). The authors expected social and cultural relationships would contribute to the formation of these beginning teacher’s pedagogical perspectives and practices in relation to ICT. The study examined both TC and TCR uses of ICT from multiple perspectives: as students in the TEP; as teachers in their practicum classrooms; and as research participants. The researchers collected data on how their TEP, and ICT ecologies of learning (ICT-EL) experiences, influenced the formation of TC and TCR ICT perspectives regarding curriculum knowledge (ICT literacies) and pedagogy (ICT practices). This chapter describes the role institutional isomorphism and knowledge and curriculum fragmentation appear to play in the formation of oppositional, or resistant, ICT perspectives. It argues for active socially engaged learning (ASEL), efficacious learning, and critical inquiry as emergent systems that are in a continuous state of formation and change within these institutional contexts.

APA, Harvard, Vancouver, ISO, and other styles

7

Hagen, Benjamin D. "Failing Students." In The Sensuous Pedagogies of Virginia Woolf and D.H. Lawrence. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781949979275.003.0003.

Full text

Abstract:

This chapter develops an extensive reading of Lawrence’s first novel, The White Peacock (1911), in the context of his early career as an elementary schoolteacher. Though the novel itself does not take place in a school, the author reads the relationships among its main characters as literary expressions of three pedagogical problems, which Sedgwick’s meditation on “cats and pedagogy” helps frame: the mobility and asymmetry of teacher–student positions; the complicity of anti-pedagogical resistance in the intensification of pedagogical attachments and needs; and the pedagogical static that can result, for students, from the competing demands of multiple teachers. Undergirding these relational problems is a patterned, thematic link in the novel between misogyny and the failure of relationships, lives, and lessons.

APA, Harvard, Vancouver, ISO, and other styles

8

Penner-Williams, Janet, Trish A. Lopez, Chrystal McKeever, and Rebecca Carpenter de Cortina. "Building Fearless, Confident CLD Learners." In Advances in Early Childhood and K-12 Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4712-0.ch001.

Full text

Abstract:

Family engagement in schools is important for the success of all students, but especially critical with parents of culturally and linguistically diverse (CLD) students. Building-level administrators and teachers are in a unique position to serve as the agents to create positive, strong relationships with families. This chapter presents a qualitative case study of an exceptionally diverse elementary school located in an area with an increasing CLD population. Through multifaceted interviews, focus groups, and observations, four overarching themes emerged: (1) creating a positive, supportive, welcoming environment to support families and cultures; (2) building relationships and purposeful communication as core values; (3) teacher training, roles, responsibilities, and support; and (4) the importance and impact of community partner relationships. These themes along with their implications for school practices that promote effective school-family-community relations and connections to extant literature are discussed.

APA, Harvard, Vancouver, ISO, and other styles

9

Luttrell, Wendy. "School choreographies of care: being seen, safe, and believed." In Children Framing Childhoods. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447352853.003.0005.

Full text

Abstract:

This chapter explores how the children portrayed the hub of classroom life, the web of adult female caregivers in their “schoolplaces.” Just as they used their cameras to highlight their mothers as loving, caring, and present, and to portray themselves as active participants in their own family choreographies of care, they also used them to render visible the care work taking place in their elementary school. Their images and accounts depicted a school choreography of care that was similarly intentional and relational, and also influenced by gendered and racialized undercurrents. From the children's perspective, schools are “affective enterprises” in which both teaching and learning are deeply intertwined with relational, ethical, and affective dimensions of care and interdependence in ways that challenge an individualized and unidirectional concept of care. Moreover, the children express a critical awareness that learning goes beyond student–teacher relationships. Even when teachers are perceived as “nice” and “caring” and children's educational needs are met, students also recognize that they themselves are playing an active role in this dynamic—they are helping each other to make learning happen.

APA, Harvard, Vancouver, ISO, and other styles

10

Browning, Sandra. "Elementary Preservice Teachers and Questioning Strategies in Mathematics." In Theory and Practice: An Interface or A Great Divide? WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.13.

Full text

Abstract:

Research has demonstrated an interest in the relationship between teachers’ questioning strategies and children’s ability to reason and learn (Baroody & Ginsburg, 1990; Buschman, 2001; Fennema, Franke, Carpenter & Carey, 1993). Helping preservice teachers develop effective questioning strategies is an important component of a teacher education program. This session describes an exploration designed to determine if EC-6 preservice teachers can (a) recognize effective questioning strategies when observing inservice teachers and (b) use Hess’s Cognitive Rigor Matrix to analyze the level and effectiveness of their own questioning strategies during field experiences.

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Elementary Teachers Parent-teacher relationships"

1

Djumuli, Fatmah, and Dr Isnanto. "Relationship Between Educational Level of Students' Parent with Students Achievement at Elementary School." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.20.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Ansyah, E. H., C. Hadi, and N. A. F. Nawangsari. "Teacher-Student Relationship is Enhanced by the Gratitude of Teacher Perspective in Religious Based Elementary School." In 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210304.063.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Novebri, Novebri, Kasman Rukun, and Ahmad Sabandi. "Relationship between pedagogical competence and teacher performance in public elementary school." In International Conferences on Educational, Social Sciences and Technology. Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.29210/20181139.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Fadhul, Shereen Radhi. "The Perceptions of the Special Education Teacher and Families of Children with Disabilities about Cooperative Partnership." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0271.

Full text

Abstract:

This study aimed to identify the perceptions of the special education teacher and families of children with disabilities about cooperative partnership in the primary stage, specifically in the age group from 6 to 11 years, in order to contribute to providing a vision that can be relied upon in facing the challenges and obstacles that prevent cooperative partnership between families of children, people with disabilities and a special education teacher. The study followed the quantitative and qualitative approach to its relevance to the nature of the study. The study sample consisted of a teacher specializing in the field of special education and eight families from the families of students with disabilities in one of the integration elementary schools for girls affiliated to the Ministry of Education and Higher Education in Qatar. In collecting the data, the researcher used the cooperation and interview scale prepared by Batoul Khalifa 2017. The results of the study found that there are statistically significant differences between the order of the principles of cooperative partnership of the special education teacher and the families of students with disabilities in relation to the principle of family rights and social media. As the overall principles of cooperative partnership of the special education teacher achieved the final percentages, while the results of the principle of family rights and social media among the families of students with disabilities ranged between 33% and 36%. The study also found the relationship of the perceptions of families of students with disabilities about communicating with the educational level of the family, as university and secondary education occupied 44%, compared to only 12% for the average educational level, and the principle of communication among the families of students with disabilities reached 80%.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!