Academic literature on the topic 'Parent-staff relationships'
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Journal articles on the topic "Parent-staff relationships"
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Hughes, Patrick, and Glenda MacNaughton. "Preparing Early Childhood Professionals to Work with Parents: The Challenges of Diversity and Dissensus." Australasian Journal of Early Childhood 27, no. 2 (June 2002): 14–20. http://dx.doi.org/10.1177/183693910202700204.
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This article examines how early childhood staff in diverse circumstances negotiate relationships with parents. It draws on interviews with staff in two rural and three urban communities in Australia, who were asked about their parent communication practices, their experiences of these practices, and their preferences within these practices. Their responses were analysed in the light of international research showing the importance of creating strong interpretive communities between staff and parents but consistent staff anxiety about their relationships with parents. The paper explores the extent to which staff's different approaches to communicating with parents can create sustainable interpretive communities between them, and it highlights some implications for staff training and development around parent involvement.
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Reimer, Elizabeth C. "The Service Environment in Relationship-based Practice: “It's Like a Community”." Children Australia 39, no. 1 (February 11, 2014): 25–33. http://dx.doi.org/10.1017/cha.2013.37.
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The family service work environment has been linked to the parent–worker relationship (relationship) for many years. However, there is still much to understand about how the working environment and these relationships are connected. This paper reports on a small-scale qualitative study exploring the story of eight relationships between parents and family workers in four rurally based family services in New South Wales (NSW), Australia. Hermeneutics provided a way of examining the dynamics of the relationships, as it enabled an in-depth exploration and interpretation of the participants’ perspectives of how they experienced and understood the relationship. It became apparent that the work environment is an important influence on the relationship. New insights that emerged include the important role that staff not directly involved in the relationship (such as other family workers, supervisors, and administration and other professional staff) may play in assisting relationships. They also include the way in which flexible service delivery options support parent feelings of comfort, readiness to change, reciprocity, a sense of ownership to the service and need for support outside of planned appointments (both during and after intervention has ceased). These all support the development and maintenance of such relationships.
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Harvey, Virginia Smith. "Educators' Perceptions of Effectiveness of Programs for Students with Emotional and Behavioral Disorders." Behavioral Disorders 21, no. 3 (May 1996): 205–15. http://dx.doi.org/10.1177/019874299602100305.
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Perceptions of staff in self-contained programs for students with emotional and behavioral disorders (EBD) in a district committed to inclusion, interagency coordination, and staff training were compared with perceptions in the same programs when the programs were newly developed and of staff working with children with EBD in mainstream settings. As self-contained programs for children with EBD became well-established, parent/school relationships noticeably improved. Even when relatively new, self-contained programs were perceived by staff to be superior to mainstream programs in resources and teaching strategies. Well established self-contained programs were perceived as superior to relatively new mainstream programs in resources, teaching strategies, program components, and parent/school relationships. Regardless of program, students with EBD were perceived as making moderate progress and as being moderately aggressive.
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Waris Tasrim, Isnada, and Mahfud M Gamar. "Leadership Competencies: a School Leader Evaluation." Istawa : Jurnal Pendidikan Islam 7, no. 1 (April 21, 2022): 1–17. http://dx.doi.org/10.24269/ijpi.v7i1.5002.
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This study aimed at examining how teachers evaluate their principal’s leadership competencies in terms of principal-staff relation, organization, and building management, student relationship, curriculum and program development, community, and parent relation. This descriptive qualitative research was conducted at elementary and middle schools. The subjects were 30 teachers. The data were gathered using the Performance Evaluation of Education Leader. The data were analyzed qualitatively and descriptively reported. The findings revealed that the principals at the two schools show different results. The principal of elementary school effectively perform in principal-staff relations, students’ relationships, and community and parent relations. Meanwhile, the principal of middle school show effective performance not only in the above three-mentioned aspects but also in organization and building management as well as curriculum and program development.
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Crittenden, Mary R., and Bonnie Holaday. "Psychosocial Factors Associated with Physical Growth and Behavior Adaptations of Children with Renal Dysfunction." Perceptual and Motor Skills 62, no. 2 (April 1986): 437–38. http://dx.doi.org/10.2466/pms.1986.62.2.437.
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To probe factors related to growth in children with renal insufficiency, who often grow poorly, 21 patients age 2 to 10 yr. were studied. Relationships among height rates, calorie intake, and staff ratings of compliance were positive but nonsignificant. The balance of stresses and supports was significantly related to growth and ratings of adjustment. Variables related to parent-child-staff communications were explored.
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Spielfogel, Jill E., Sonya J. Leathers, Errick Christian, and Lorri S. McMeel. "Parent management training, relationships with agency staff, and child mental health: Urban foster parents' perspectives." Children and Youth Services Review 33, no. 11 (November 2011): 2366–74. http://dx.doi.org/10.1016/j.childyouth.2011.08.008.
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Allport, Lauren, MinKyoung Song, Cindy W. Leung, Kellye C. McGlumphy, and Rebecca E. Hasson. "Influence of Parent Stressors on Adolescent Obesity in African American Youth." Journal of Obesity 2019 (December 1, 2019): 1–10. http://dx.doi.org/10.1155/2019/1316765.
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Objective. The purpose of this study was to examine the relationships between individual parent stressors (financial, legal, career, relationships, home safety, community safety, medical, housing, authority, and prejudice) and adolescent obesity in African American adolescents. Methods. Data were from a cross section convenience sample of 273 African American parent-child dyads (ages 11–19) from Washtenaw County, Michigan. A subset of 122 dyads who completed parent and child questionnaires were included in this analysis. Parent stressors were assessed using the Crisis in Family Systems Revised (CRISYS-R) questionnaire. Height, weight, and waist circumference were measured by trained staff; height and weight were converted to BMI. Multivariate linear regression models were used to examine the relationships between individual parent stressors and adolescent BMI and waist circumference. Results. Parental exposure to stressors related to safety in the community was positively associated with adolescent BMI (β = 1.20(0.47), p=0.01) and waist circumference (β = 2.86(1.18), p=0.02). Parental appraisal of stressors related to safety in the community as “difficult to get through” was positively associated with adolescent BMI (β = 0.39(0.14), p=0.006) and waist circumference (β = 1.00(0.35), p=0.005). These relationships remained significant when adjusting for behavioral and psychosocial covariates. There were no significant relationships observed between other parent stressors and adolescent BMI or waist circumference. Conclusion. These findings suggest parents’ exposure and appraisal of stressors related to community safety are associated with increased adolescent obesity in African American youth. Longitudinal, larger-scale studies are needed to better understand the mechanisms by which community safety may increase obesity risk in this ethnic minority pediatric population. This trail is registered with NCT02938663.
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Auerbach, Susan, and Shartriya Collier. "Bringing High Stakes from the Classroom to the Parent Center: Lessons from an Intervention Program for Immigrant Families." Teachers College Record: The Voice of Scholarship in Education 114, no. 3 (March 2012): 1–40. http://dx.doi.org/10.1177/016146811211400303.
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Background/Context As accountability pressures have mounted toward ever-higher targets under the No Child Left Behind (NCLB) Act, low-achieving schools have sought new tools for raising achievement. The association between parent involvement and student achievement is well established, though the association is an indirect relationship mediated by other variables. Schools have sponsored a variety of parent education programs attempting to influence achievement; evidence on their results is mixed. Among the most popular efforts at the elementary school level are family literacy programs, which generally take an intervention-preventive approach that aims to supplant home literacy practices with school-based norms and practices. The Families Promoting Success (FPS) program was an intervention that trained parents in reading skills to improve student test scores in schools that had not met targets under NCLB. This series of workshops was unusual for specifically targeting families of low-scoring students and for focusing on tested word analysis skills. One of the few empirical examinations of the intersection of parent involvement and NCLB, this study shows how parent programs mirror broader forces in urban schooling and how the high-stakes climate affects home-school relations. Purpose/Focus The purpose of this study was to investigate what happens when low-performing urban schools bring high-stakes accountability pressures to parent programs, to shed light on possible new directions in family engagement. How do educators and immigrant parents make meaning of a parent education program geared to accountability goals? The study examined processes, interactions, and meanings related to FPS's design, implementation, and perceived outcomes for families and educators and considered alternative approaches to parent engagement suggested by the findings. Research Design This multiple case study used mainly qualitative methods to examine the FPS program at four low-performing Los Angeles elementary schools with predominantly low-income, Latino, English learner populations and immigrant parents. Data sources included staff interviews, bilingual parent focus groups, and extensive observations of program workshops and planning meetings, supplemented by a parent questionnaire and document review. This study was part of a larger investigation that examined the program's influence on student achievement. Conclusions/Recommendations Findings suggest that staff designed a narrow, test-driven parent curriculum to address accountability pressures without considering parents’ needs or concerns. The program represented an intensification in parent education that parallels the intensification in student instruction under accountability-driven reform. Though the program was well-intended and made parents more aware of testing and reading skills, related research showed that the program did not influence student achievement. Instead, parents and staff described various benefits on intangible aspects of family and school-family relationships. These unintended consequences suggest the pitfalls of imposing high-stakes pressures, school agendas, and interventionist approaches on parents, as well as the promise of finding common ground and the need for relationship building with marginalized families.
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Kurth, Jennifer A., Hailey Love, and Jody Pirtle. "Parent Perspectives of Their Involvement in IEP Development for Children With Autism." Focus on Autism and Other Developmental Disabilities 35, no. 1 (April 17, 2019): 36–46. http://dx.doi.org/10.1177/1088357619842858.
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The present study investigated parents’ experiences in making educational decisions for their children with autism and their satisfaction with said outcomes. Parents completed a survey describing (a) their input in educational decisions, (b) satisfaction with school personnel, and (c) satisfaction with their child’s school experience. Sequential regressions revealed parents’ satisfaction was generally predicted by their own knowledge of autism, school staff knowledge of autism, parent satisfaction with teachers, and parent relationships with school personnel. In addition, parent input was a significant predictor of satisfaction with their child’s school experience. Finally, open-ended responses indicated that parents experienced many barriers when working with schools and often felt compelled to go outside of the school system to ensure their children received an appropriate education. Implications for teacher preparation and school–parent partnerships are described.
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Hamiduzzaman, Mohammad, Stacy Torres, Amber JoAnn Fletcher, M. Rezaul Islam, and Jennene Greenhill. "Aging, care and dependency in multimorbidity: how relationships affect elderly women’s homecare and health service use." International Journal of Whole Person Care 9, no. 1 (January 17, 2022): 31–32. http://dx.doi.org/10.26443/ijwpc.v9i1.331.
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Relationships are multidimensional, and we know little about the facets of relationships in the way elderly patients’ with multimorbidity utilise homecare and health services. Gerontology literatures emphasize the importance of place of care, inequalities, availability of health services and affordability. However, the diversity of relationships and associated dependency in elderly care remain underassessed.
A qualitative study involving a demographic survey and interviews was conducted to explore relationship experiences of elderly women with multimorbidity in homecare and health services utilization. Civil Surgeon of Sylhet District in Bangladesh was contacted to recruit participants for the study, and this resulted in 33 interviews [11 staff and 22 elderly women with multimorbidity]. Three domains of Axel Honneth’s Theory of Recognition and Misrecognition [i.e. intimate, community and legal relationships] were used to underpin the study findings. Data was analysed using critical thematic discourse method. Four themes were emerged: nature of caregiving involved; intimate affairs [marital marginalization, and parent-children-in law dynamics]; alienation in peer-relationships and neighbourhood [siblings’ overlook, neighbourhood challenges, and gender inequality in interactions]; and legal connections [ignorance of rights, and missed communication]. A marginalization in family relationships, together with poor peer supports and a misrecognition from service providers, resulted in a lack of care for elderly women with multimorbidity.
Understanding the complexities of elderly women’s relationships may assist in policy making with better attention to their health and well-being support needs. Staff training on building relationships, and counselling services for family and relatives are essential to improve the quality of care for the women.
Dissertations / Theses on the topic "Parent-staff relationships"
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Azordegan, Jennifer M. "School-family relationships in diverse Australia: A sociological case study of the connections between a school community and parents from an Afghan refugee background." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/136522/1/Jennifer_Azordegan_Thesis.pdf.
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This theory-led case study investigated how a Queensland primary school is engaging parents from an Afghan refugee background. Employing sociologist Pierre Bourdieu's comprehensive approach to researching social fields, this research draws from interviews with school staff and parents to explore how parent engagement was approached and perceived by the participants, and how it was influenced by external forces. This study sheds light on the complexities of forging effective school-family relationships in increasingly diverse societies. Amongst the study's contributions are a 4-pillared ethical approach to cross-cultural research and a new sociological template for equitable parent engagement in culturally diverse schools.
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Berglund, Jennie, and Erika Patron. "Psykiatripersonalens arbete med patienter som har barn : Analyser av psykiatripersonalens muntliga framställningar." Thesis, Linnéuniversitetet, Institutionen för pedagogik (PED), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-52755.
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The purpose of this study was to investigate psychiatric staff’s descriptions of working with children of the clients and furthermore to analyse recollections on how the staff supports their clients in their parenting role. We’ve taken inspiration from a hermeneutic approach and conducted interviews with four individuals in closed psychiatry. The interviews was carried out using a semistructured conversation methodology. The analysis of staff depositions in our study shows that the work with the children happens both direct and indirect. It also shows that staff feel that they must have the ability to see their clients individual needs of emotional support, but also that their working to strengthen the clients self trust. The staff has to be aware that their work indirectly have an impact on the client’s children. As psychiatric staff it’s important to support the client in their current situation. As a professional, you should also be able to see everyone’s equal value, independent of diagnosis or committed crimes.
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(9846677), Christine Woodrow. "Living ethics in early childhood contexts: A critical study." Thesis, 2002. https://figshare.com/articles/thesis/Living_ethics_in_early_childhood_contexts_A_critical_study/13426166.
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"...This study reports a critical analysis of the lived experience of a group of early childhood leaders in a regional area of Australia as they come together to discuss the ethical dimensions of their workplaces.". The last two decades have seen increased attention to applied ethics in the professions, nationally and internationally, in most areas of public life, including education. This study reports a critical analysis of the lived experience of a group of early childhood leaders in a regional area of Australia as they come together to discuss the ethical dimensions of their workplaces. It is informed by the broad literature on applied ethics and more recent feminist concerns for its theoretical framing in ethics, and by practitioner action research for its methodology. The study's focus on lived experience, conducted through an action-oriented group process of collaborative knowledge construction, responds to more recent work in applied ethics (Winkler & Coombs, 1993; Jordan, 1996) and feminist ethics (Benhabib, 1987, 1992; Haraway 1991; Hekman, 1995) that calls for closer attention to ethics in situated contexts. Four major themes or areas of concern emerged from the study group, each giving rise to ethical discussion: parent-staff relationships, curriculum, colleagues andthe impact of marketisation. These identified priorities among the group's discussions highlight the embedded or situated nature of ethics and how ethics are fundamentally tied to relationships as they are played out in local sites. The issues are presented both in descriptive terms, illuminating how a group of women leaders deal with ethical issues, and in analytic terms, drawing on a range of theoretical resources to help explain the significance of the ethical issues at stake for and in the field of early childhood. The major engagement by the field in the arena of ethics in Australia has been the development and promulgation of a national code of ethics a decade ago (Australian Early Childhood Education Association, 1991). As a field only recently established within the university sector, there has been little research effort directed towards ethics and this has been mainly focussed on implementation issues around the code. This study, through its focus on lived experience, adds to the basic data available to the field and provides some theoretical resources to problematise dominant approaches to ethics. The study findings indicate that, whilst the codification project usefully provides a language and framework for discussing ethics, and has allowed issues to be identified by practitioners as ethical rather than as matters of management or personal style, in practice issues tended to be resolved procedurally. Current resources available to the field inadequately support an ethic of care that might offer a viable alternative to the application of universalised notions of justice that characterise many of the responses in the group. These kinds of responses tend to reinforce traditional constructions of professionalism and distance these leaders from the very people with whom they are trying to establish respectful and reciprocal relationships. The findings from the study group suggest the need for more robust theoretical frameworks to address competing and dominant discourses within the field. It is suggested that emerging resources from feminist ethics provide the basis for a revisioned ethic of care (Tronto, 1993, 1995), in which understandings of care are expanded and elaborated beyond relationships of dependency, as an alternative framework for dealing with ethics within the highly feminised field of early childhood. There is also a clear need for the further generation of rich qualitative data that can provide nuanced accounts of caring relationships within the field in order to support the development of a stronger ethical practice within the institutions of early childhood in the public arena.
Books on the topic "Parent-staff relationships"
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Evans, Nicola. The early years centre: Educational provision for young children with multi-sensory impairment. : An evaluation of parent/staff relationships and the process of curriculum delivery. Birmingham: University of Birmingham, 1994.
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How to be an effective participant in special education team meetings: A guide for parents : ways for parents to actively partner with staff in SPED team meetings. Amherst, Massachusetts: White River Press, 2014.
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Picoult, Jodi. My sister's keeper: A novel. New York: Washington Square Press, 2009.
Find full textBook chapters on the topic "Parent-staff relationships"
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Steinberg, Zina, and Susan Kraemer. "Uncertainty and Coping in the NICU." In Behavioral Health Services with High-Risk Infants and Families, edited by Allison G. Dempsey, Joanna C. M. Cole, and Sage N. Saxton, 359—C23.P120. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/med-psych/9780197545027.003.0023.
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Abstract Uncertainty surrounds the infant’s admission to the neonatal intensive care unit (NICU), causing stress and increased risk of postpartum mood and anxiety disorders for the family, affecting their coping capacities. Admission to the NICU is viewed as a potentially traumatic event, and relationships are known to be a significant protective force. The NICU psychologist helps mitigate these challenges to mental health with close attention to the relationships that form a resilience-fostering web supporting the parent–infant relationship. The psychologist knows that the psychological attachment to the infant begins before birth, keeping in mind the possible fragility of that attachment when the infant is critically ill. In addition, the psychologist works closely with medical staff, particularly nurses, encouraging and bolstering their essential role in supporting the parent–infant dyad.
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Bennett, Peggy D. "Attaching to the outcome." In Teaching with Vitality. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190673987.003.0006.
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We do our best to prepare all students to pass a test. We are diligent about demonstrating everything necessary to receive a good evaluation. We are consistently cheerful and friendly to a difficult colleague. We accommodate the wishes of a doting parent to calm worries about her child’s behaviors. We spend many extra hours rehearsing, practicing, and readying our students for a performance. We behave kindly and compassionately toward a staff member with the hope of smoothing a recent conflict. Good intentions do not guarantee good results. We need to have good intentions anyway. So many problems in our lives and relationships can be solved, or at least alleviated, if we intend to do good, no matter what the outcome. One reason that good intentions are so important is that we are setting a path for ourselves: we are purposefully and thoughtfully aiming to make something better by our words and actions. But, of course, we have no (or little) control over the outcome. No guarantees. We may be disappointed that the outcome is not what we wanted, but that is always a risk. And let’s not allow the outcome to diminish the constructive nature of our intent. When we attach to the outcome, we rely too heavily on expecting a desired result. • If I am kind to her, she’ll be kind to me. • If I work hard to achieve this, I will be rewarded. • If I try hard enough, I’ll see the results I want. • If I remove myself from the group, others will coax me back. • If I sulk, others will know they have hurt me. • If I share some gossip with a co- worker, we’ll become closer friends. • If I bring treats and gifts, others will see how clever and generous I am. Imagine how our disposition would change if we crafted good intent with no attachment to the outcome. • We would lessen our desire for acknowledgment of our efforts. • We would lessen our disappointment when someone did not meet our expectations. • We would lessen our dependency on others’ confirmation of our good work.
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Majetić, Filip, Dražen Šimleša, and Miroslav Rajter. "Management Practices at Work Integration Social Enterprises (WISEs)." In Advances in Logistics, Operations, and Management Science, 173–87. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6301-3.ch009.
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This chapter explores management practices at work integration social enterprises (WISEs) in Croatia. WISEs are conceptualized as social mission-oriented organizations whose: 1) (financial) self-sustainability depends on success in conducting continuous commercial activities and 2) social mission is to (better) integrate vulnerable groups into the labor market (e.g., disabled people). The final sample included 23 organizations. The data was collected through in-depth interviews. The interviewees were selected purposively and included one highly ranked executive (director, owner, CEO, etc.) per each organization. The analysis revealed the following fields of management practices as the most significant: generation of business ideas, unique selling points, employee autonomy and decision-making process, division of labor, relationship with the “parent organization,” sources of funding, human resource configuration, staff development activities, and networking.
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James, Sigrid, and Juri Kilian. "Residential Care for Children and Youth in Germany." In Revitalizing Residential Care for Children and Youth, 209—C15.P68. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197644300.003.0015.
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Abstract This chapter notes the long historical tradition of residential care in Germany and its current expression in a wide variety of settings. Residential care programs mostly consist of small community-based group homes and supported living units with about seven to 10 youths and four or five pedagogical staff. Some homes offer specialized services (e.g., therapeutic residential care, wilderness programs, mother–child homes). The authors note that residential care is guided by general pedagogical principles and concepts, emphasizing learning through a milieu-based and “life-space-oriented” perspective (Lebensweltorientierung), which stresses an individualized, participatory, and relationship-based approach. Parent engagement and youth participation are also noted as important, as are the growing numbers of unaccompanied minors and their impact on the residential care system. The chapter concludes with the matrix used throughout the book, which provides information about the current policy context, key trends and initiatives, characteristics of children and youth served, preparation of residential care personnel, promising programmatic innovations, and present strengths and challenges.
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Harding, Simon. "Grinding." In County Lines, 101–42. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529203073.003.0005.
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This chapter examines how the actual processes of county lines drug-supply networks work in reality, looking at the internal dynamics of running a county line in more detail. The daily chore of wrapping drugs, bagging them, taking phone calls, delivering drugs to user, 27/7 from a local dealing hub or trap house is referred to by the runner/dealers as ‘grinding’. The chapter then reveals life inside a trap house, managing staff, role differentiation, and the marketing principles of customer relationship management. It also outlines the management risks of county lines, as well as the options for county line expansion. County line managers know that the initial stages of line establishment are crucial and misjudgements now are costly later. A skilled county line manager must therefore mitigate all risks, and establish and secure lines to commence profitable returns. Early risks here include retaliation from an existing/rival lines; over-exposure of marketing generating police activity; failure to create a market share; and transposing profits back to the parent gang.
Conference papers on the topic "Parent-staff relationships"
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Popescu, Gabriela Adriana. "Education triad in the context of the Covid-19 pandemic. Challenges and strategies." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p295-299.
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The school-family-community partnership (SFC) is given by the collaborative relationships between school staff and families, community members, organizations (companies, church, libraries, social services) to implement programs and activities to help students succeed in graduation. successful studies. The clearer operationalization of the concepts of parental involvement and participation allows the differentiation of the following aspects: - two types of parental involvement, namely spontaneous (starts from the bottom up) versus planned (from the top down); the latter refers to interventions or programs built in order to solve the problem of insufficient participation or absence of parents; - involvement at home - for example, a discussion at home about school activities and involvement in school - for example, parents' participation in school activities or aspects of organizing school activities: communication with the school, school-parent relationship. Trust is vital for collaboration and is a predictor of improving school results. In a world where the use of IT and communication technologies is a key feature, they represent the core element in education, involving changes in educational policies, both in setting goals and in developing strategies, providing resources and training specialists. One of the recommendations of the new education focuses on the organization of learning contents so they can use computer applications in learning, teaching and assessment processes. The present article "Integrating educational software in the activity of preschoolers" aims to demonstrate the need to use IT technologies by introducing educational software in the study process of children in kindergartens. The use of educational programs at kindergarten level proves to be an effective learning tool that causes significant changes in acquiring knowledge and changing attitude towards learning. Children prefer to gather knowledge through educational programs rather than through traditional methods and means, which contributes to creating a positive attitude towards learning and improving the quality of their results. At the same time, in order for new technologies to prove their effeciency, it is absolutely necessary for teachers to respect the instructional design of digital materials, the rules of didactic planning and the individual and age particularities of children.
Reports on the topic "Parent-staff relationships"
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McKnight, Katherine, Nitya Venkateswaran, Jennifer Laird, Rita Dilig, Jessica Robles, and Talia Shalev. Parent Teacher Home Visits: An Approach to Addressing Biased Mindsets and Practices to Support Student Success. RTI Press, September 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0077.2209.
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Research has shown educators’ implicit biases to be a key factor in creating and perpetuating disparities in students’ experiences of schooling, learning, and longer-term outcomes, including job opportunities, wealth, and health. Current school reform and transformation efforts are aimed at addressing institutionalized racism in school policies, practices, and cultural systems by implementing implicit bias training for teachers and staff. In this paper, we explain how a school home visits program, Parent Teacher Home Visits (PTHV), is a promising intervention for counteracting implicit biases and improving outcomes for families and students. The PTHV “relational” home visit model focuses on promoting mutually supportive and accountable relationships between educators and families. We present data from a study examining the experiences of 107 educators and 68 family members who participated in PTHV, showing how educators shifted their deficit assumptions about families and students. Although the PTHV model was not created to address implicit biases, we found that the key components of these home visits align with strategies that psychological research has demonstrated effectively counteracting implicit biases and reducing discriminatory behaviors.