Relevant bibliographies by topics / Parent-teacher relationships

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Parent-teacher relationships'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Parent-teacher relationships"

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Dombro, Amy Laura. "Parent/teacher relationships." Day Care & Early Education 14, no. 3 (March 1987): 32. http://dx.doi.org/10.1007/bf01882436.

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Minke, Kathleen M., Susan M. Sheridan, Elizabeth Moorman Kim, Ji Hoon Ryoo, and Natalie A. Koziol. "Congruence in Parent-Teacher Relationships." Elementary School Journal 114, no. 4 (June 2014): 527–46. http://dx.doi.org/10.1086/675637.

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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 (October 21, 2016): 1003–17. http://dx.doi.org/10.1002/pits.21971.

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Shim, Jae-Yeon. "Early childhood teachers’ experiences regarding teacher-parent relationships examined through qualitative meta-analysis." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 10 (May 31, 2024): 793–814. http://dx.doi.org/10.22251/jlcci.2024.24.10.793.

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Objectives This study aims to identify factors that influence the formation of teacher-parent relationships as early childhood educators experience interactions with parents, and to explore how these variables affect changes in early childhood educators. Methods To achieve this, a qualitative meta-analysis was conducted on qualitative research materials regarding early childhood teacher-parent relationship experiences. The analysis included 18 qualitative research papers published in domestic journals (KCI listed) from 2000 to 2023. Through processes of data coding between in-dividual studies, case categorization and classification across studies, comparative analysis between studies, and deriving and interpreting results, the changes in teachers during the early childhood teacher-parent relationship process were identified. Results First, the factors of negative experience in the teacher-parent relationship were parental disposition, ex-cessive demands of parents, imbalance in the relationship, teachers' own factors, problems in the teacher training process, and emotional dissonance. Second, the teacher-parent relationship was shown to be a change stage in three stages: teacher-parent relationship experience, coping, and growth into a professional early childhood teacher. Conclusions This study attempted to clarify in depth by comprehensively comparing and interpreting individual qualitative studies on the experience of teacher-parent relationships. We identified relevant factors linked to the teacher-parent relationship and derived comprehensive results.
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Chung, Li‐Chuan, Christine A. Marvin, and Susan L. Churchill. "Teacher factors associated with preschool teacher‐child relationships: Teaching efficacy and parent‐teacher relationships." Journal of Early Childhood Teacher Education 25, no. 2 (January 2005): 131–42. http://dx.doi.org/10.1080/1090102050250206.

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Weisberger, Ifat, and Yair Ziv. "The Child–Mother–Father–Teacher Relationship Network in Kindergarten and its Association with Children’s Social and Academic Development: An Ecological Perspective." Children 10, no. 7 (June 22, 2023): 1102. http://dx.doi.org/10.3390/children10071102.

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This study examines how a set of the child’s proximal relationships (mother–child, father–child, and teacher–child) and parent–teacher relationships relate to the child’s prosocial and learning behaviors in kindergarten. The sample included 95 mother–father–child triads (child mean age 5.9 years) and 42 kindergarten teachers. All adults reported on their relationship with the child and on their perceptions of parent–teacher relationships. Teachers reported on the child’s behaviors. Main findings: (1) All proximal relationships and the teachers’ relationships with mothers and fathers were related to children’s outcomes; and (2) different patterns of associations were found between father–child and mother–child relationships, and teacher–child relationship, parent–teacher relationships, and children’s outcomes. These findings hint to the different roles of fathers and mothers in their children’s development and to distinguished patterns of relationships of mothers and fathers with kindergarten teachers.
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Penney, Sharon, and Lorraine Wilgosh. "Fostering Parent-Teacher Relationships when Children are Gifted." Gifted Education International 14, no. 3 (May 2000): 217–29. http://dx.doi.org/10.1177/026142940001400303.

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The specific focus of this study was on parent and teacher relationships, when a child is gifted. The study addressed two interrelated questions. (1) What is the parent's perspective of the relationship between parent and teacher when a child is gifted? (2) What is the teacher's perspective of the relationship between parent and teacher when a child is gifted? Five parents and four teachers were interviewed individually on several occasions, and the interview content was analyzed thematically. For parents, five themes were identified, related to instructional programming, teacher competencies, curriculum needs, parental involvement in their children 's education, and problematic behavior. For teachers, there were also five themes, including identification of giftedness, funding issues, communication issues, partnerships in education, and impact on the children. The parent and teacher themes are reported in greater detail elsewhere (Penney & Wilgosh, 1998). This paper addresses the four overlapping themes derived from a comparison of the parent and teacher themes: funding issues, meeting the children's needs, communication, and impact on the children. Implications for fostering parent and teacher partnerships are discussed.
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Gwernan-Jones, Ruth, Darren A. Moore, Ruth Garside, Michelle Richardson, Jo Thompson-Coon, Morwenna Rogers, Paul Cooper, Ken Stein, and Tamsin Ford. "ADHD, parent perspectives and parent-teacher relationships: grounds for conflict." British Journal of Special Education 42, no. 3 (January 29, 2015): 279–300. http://dx.doi.org/10.1111/1467-8578.12087.

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Li, Meihui, and Hongxia Ye. "Effects of parental conflict on adolescent academic burnout: A moderated mediation model." Social Behavior and Personality: an international journal 52, no. 3 (March 6, 2024): 1–11. http://dx.doi.org/10.2224/sbp.12838.

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We investigated the relationship between parental conflict and adolescent academic burnout, along with the mediating role of the parent–child relationship and the moderating role of teacher support. We surveyed 886 firstyear secondary vocational school students in Foshan City using four scales: the Adolescent Student Burnout Inventory, the Children's Perception of Interparental Conflict Scale, the Parent–Child Closeness Scale, and the Students' Perception of Teachers' Supporting Behavior Questionnaire. The results showed that adolescent academic burnout was directly and positively associated with parental conflict, and that the parent–child relationship partially mediated this relationship. Teacher support moderated parental conflict and affected adolescent academic burnout indirectly through parent–child relationships. Thus, parents should try to create an emotionally secure family environment for children and cultivate high-quality parent–child relationships, to prevent or intervene in academic burnout among adolescents. Additionally, schools should consider the role of teacher support in the improvement of parent–child relationships among students.
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Kim, Da Rae. "A Study On The Teacher-Parent Relationship Pattern Experienced By Private Kindergarten Teachers." Korean Society for Holistic Convergence Education 27, no. 4 (December 31, 2023): 211–35. http://dx.doi.org/10.35184/kshce.2023.27.4.211.

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This study aims to study the teacher-parent relationship pattern experienced by private kindergarten teachers. For this purpose, 8 teachers at private kindergartens in Seoul perform focus-group interview for five weeks. As a result of the study, First, the positive aspects of the teacher-parent relationship experienced by private kindergarten teachers are “partnership relationship with early childhood education,” “lovely relationship to share emotions and thoughts,” and “relationship of trust that trusts and relies on each other.” Second, the negative aspects of the teacher-parent relationship experienced by private kindergarten teachers are “subordinate relationships based on unilateral demands from parents,” “superficial relationships due to problems with communication methods,” and “parents' non-cooperative relationships with early childhood education.” Third, the improvement measures in the teacher-parent relationship experienced by private kindergarten teachers are “case-oriented parental education programs,” “operating a professional learning community,” and “forming mentors of members.” Through this study, it is meaningful to seek ways to form a positive relationship between private kindergarten teachers and parents, and to establish a cooperative relationship through a smooth relationship between teachers and parents.
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Dissertations / Theses on the topic "Parent-teacher relationships"

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Leung, Tung-wing Paul. "Parent-teacher case conferences : a case study of parents' and teachers' perception /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21190641.

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Glynn, John Anthony. "A qualitative analysis of parent-teacher interactions /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Mason, Darryl Marc PhD. "Parent-Teacher Perceptions of the Factors that interfere with Productive Parent-Teacher Relationships in Urban Schools." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1494252377698078.

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Watson, Tammy. "Parent, Teacher, and Administrator Perceptions of School Community Relationships." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3615.

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The purpose of this purposive qualitative study was to examine the perceptions of school community relationships of preschool parents, preschool teachers, and elementary administrators. In this purposive study, participants were chosen based on predetermined characteristics (Shenton, 2004). Parents from varying levels of academic and socioeconomic backgrounds, as well as their level of parental involvement, were included in this study to eliminate bias. The following themes emerged through coding and transcribing data: the family aspect at school; positive perception of principals; positive perception of teachers; open lines of communication between home and school; opportunities for parent involvement; the expectation of parent involvement; support school community relationships; promote a positive school climate; encourage open lines of communication; and provide activities for parent involvement. This qualitative study also looked at factors that facilitated and inhibited relationships. Factors that emerged in facilitating relationships were good communication, appreciation for involvement opportunities, one-to-one parent teacher meetings, being open to parents, and establishing positive relationships. Factors that may inhibit relationships were socioeconomic barriers and communication and transportation issues.
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Martz, Matthew T. "Impact of the principal on the parent-teacher interface /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3091991.

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Penney, Sharon Charlotte. "Fostering parent-teacher relationships when children are gifted." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq23056.pdf.

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

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Epperson, Sidney Reins. "Models of Consultation, Referral Problems and the Perceived Effectiveness of Parent and Teacher Consultation." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc501027/.

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This study evaluated the school psychologist's perception of effective models of consultation based upon referral problem and parent, teacher, and student response to treatment. Analyses of covariance determined that (a) parents' receptivity and total number of teacher contacts significantly influenced the parents' response to treatment; (b) teacher receptivity and total number of parent contacts significantly affected teachers' response to treatment; (c) students' response to treatment was significantly affected by the model of teacher consultation and the average number of minutes spent with the school psychologists; and (d) students in a Mental Health consultation group responded significantly more favorably than s tudents in Behavioral or Collaborative consultation groups.
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Zimmerman, Lisa. "Parents' constructions of the role of the helping professional in learning support." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-06252007-175358/.

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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.

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Books on the topic "Parent-teacher relationships"

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Mcloughlin, Caven S. Parent-teacher conferencing. Springfield, Ill., U.S.A: C.C. Thomas, 1987.

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Elementary Teachers' Federation of Ontario., ed. Parent-teacher relationships: Putting the pieces together. Toronto, ON: Elementary Teachers' Federation of Ontario, 2000.

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Welch, Frances Clayton. Between parent and teacher. Springfield, Ill., U.S.A: C.C. Thomas, 1986.

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ERIC Clearinghouse on Elementary and Early Childhood Education., ed. Parent-teacher conferences: Suggestions for parents. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois, 1999.

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Banach, William Joseph. The ABCs of teacher-parent communication. Lanham, Md: Rowman & Littlefield Education, 2007.

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Arias, Dana. Dear parents: From your child's loving teacher. New York: Aviva Publishing, 2013.

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Swick, Kevin J. Jiaoshi-jiazhang de hezuo: Teacher-parent partnerships. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois, 1997.

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Jost, Leonhard. Eltern und Schule im Dialog. Meiringen: Verlag der Kunstanstalt Brügger, 1985.

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Wragg, E. C. Education: An action guide for parents. London: BBC, 1986.

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Maiers, Angela. The Teacher-parent partnership: Making the most of the middle years. Orlando, FL: Rigby Best Teachers Press, 2002.

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Book chapters on the topic "Parent-teacher relationships"

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Guo, Yan, Xueqin Wu, and Xiaoli Liu. "Changes in Parent–Teacher Relationships Under China’s Market Economy." In Home-School Relations, 115–35. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0324-1_7.

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Holloman, Hal, and Peggy H. Yates. "The 11 Great Teacher Language Word Categories and Frameworks for Transforming Middle School and High School Student Behavior and Parent Relationships." In What Do Great Teachers Say?, 8–38. 2nd ed. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003400134-3.

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Holloman, Hal, and Peggy H. Yates. "The 11 Great Teacher Language Word Categories and Frameworks for Transforming Student Behavior and Parent Relationships in the Classroom and Beyond." In What Do Great Teachers Say?, 8–30. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003400141-3.

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Kwok, Sylvia. "Implementation of Positive Education Projects in Hong Kong." In The Palgrave Handbook of Positive Education, 705–13. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_27.

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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.
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Wijayanti, Yoga Tri. "The Relationship Between Parent and Teacher Education at School on the Implementation of the 5M Health Protocol in Early Childhood." In Advances in Health Sciences Research, 205–14. Dordrecht: Atlantis Press International BV, 2024. http://dx.doi.org/10.2991/978-94-6463-461-7_22.

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Minke, Kathleen M., and Jordana S. Woodford. "Parent–Teacher Relationships." In The Cambridge Handbook of Applied School Psychology, 519–37. Cambridge University Press, 2020. http://dx.doi.org/10.1017/9781108235532.030.

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Bipath, Keshni, and Corne Oosthuizen. "The Dynamics of Parent-Teacher Relationships in the Socio-Emotional Development of Young Children." In Research Anthology on Balancing Family-Teacher Partnerships for Student Success, 166–77. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7601-7.ch008.

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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.
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Bipath, Keshni, and Corne Oosthuizen. "The Dynamics of Parent-Teacher Relationships in the Socio-Emotional Development of Young Children." In Advances in Psychology, Mental Health, and Behavioral Studies, 170–84. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8896-3.ch008.

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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.
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Zinsser, Katherine M. "The Power of Relationships." In No Longer Welcome, 83–100. Oxford University Press, 2022. http://dx.doi.org/10.1093/med-psych/9780197639719.003.0007.

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If she was going to prevent Jiang’s expulsion, Roseanne knew that she needed to help his teachers form a positive relationship with the boy’s family. A child’s parent-teacher relationship is essential to their academic and social success and directly influences their likelihood of being expelled. Despite ample evidence of the power of these early relationships, teachers and parents routinely report that it is difficult to form and maintain open, collaborative, and supportive home-school connections. This chapter lays out the evidence for the critical role that empathy and communication can play in forestalling the expulsion process described in the previous chapter. Vignettes and quotes from families and teachers also frame a discussion of the implicit biases and logistical challenges that impede the formation of these connections and enhance disciplinary disparities. The chapter concludes with some recommendations for steps that teachers and administrators can take proactively to support positive parent-teacher relationships.
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DeSimone, Janet R. "What to Do When the Bully Turns Out to Be a Parent?" In Cases on Leadership Dilemmas in Special Education, 129–42. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-8499-9.ch010.

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Emily Poe, an experienced special education teacher with a longstanding history of amiable and collaborative relationships with parents, is encountering difficulty with a parent of one of her students with multiple disabilities. The parent is calling and emailing the teacher relentlessly, often using inappropriate tone and language in her communications. The parent is also threatening legal action against the district if her son is not given the schedule and teacher she requested. The situation is becoming stressful and challenging for Emily. She is unsure of the best way to address the parent's behavior and is highly uneasy dealing with the parent. Emily requests help from her principal, the director of special education, and the assistant superintendent of instruction, but they do not want to get involved and believe the teacher should manage the situation. This case study highlights themes of adult bullying, teacher-parent conflicts, and inadequate administrative support.
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Conference papers on the topic "Parent-teacher relationships"

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Cho, Vincent. "ClassDojo’s Evolving Role in Parent-Teacher Relationships." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2111534.

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Kyzar, Kathleen. "Building Equitable, Trusting Relationships With Families: A Collaborative Parent-Teacher Conference Framework." In AERA 2024. USA: AERA, 2024. http://dx.doi.org/10.3102/ip.24.2097101.

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Keengwe, Grace. "Examining Parent/Teacher Relationships in the COVID-19 Pandemic in Early Childhood Programs." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2014433.

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Kwon, Jaehee. "Parent-Teacher Relationships and Home Involvement Among Head Start Families: The Role of Immigration Status (Poster 39)." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2102720.

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Kwon, Jaehee. "Parent-Teacher Relationships and Home Involvement Among Head Start Families: The Role of Immigration Status (Poster 39)." In AERA 2024. USA: AERA, 2024. http://dx.doi.org/10.3102/ip.24.2102720.

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Wardhani, Dwi Asih Triska, and Susan Fitriasari. "Responding the Constraints of Building Student-Teacher-Parent Relationships to Improve Student’s Civic Disposition Phenomenological Studies in Civic Education Online Based Learning." In Annual Civic Education Conference (ACEC 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220108.014.

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Kravale, Dace, Anita Helviga, and Diāna Laiveniece. "Understanding the Concept of Health Literacy in the Educational Environment: A Pilot Study." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.47.

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Health literacy is a widely known and researched subject in health care system defined as the relationships between an individual’s level of education and his/her ability to maintain healthiness, improve health or participate in health treatment. However, there is a lack of information about the role of health literacy in school environment. This study reports on the topical status of understanding of health literacy concept among teachers and parents in the educational system of Latvia. Qualitative descriptive research was conducted in order to: a) analyse health literacy concept in theory and education documents; b) explore teachers’ and parents’ health literacy perception through focus groups interviews. A group of respondents included six adults representing teachers and parents from two schools. A thematic analysis method was applied to investigate participants’ perception of health literacy, representing four dimensions of the concept’s explanation: health and health education, Covid-19 pandemics, school/parent collaboration, and uncertain terminology aspects. The results showed various interpretations of health literacy terminology in educational documents, caused by insufficiently explained sub-terms – school, teacher and parent health literacy. This finding was confirmed by the results of the focus group interviews. That leads to a conclusion that the concept of health literacy requires a more efficient explanation by developing a comprehensible health literacy terminology in the educational setting.
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Beltyukova, Oksana, Irina Novgorodtseva, Elena Ivutina, and Irina Maltseva. "Specifics of Parent-Child Relationships in Families Raising Children with Autism Spectrum Disorder." In IFTE 2021 - VII International Forum on Teacher Education. Pensoft Publishers, 2022. http://dx.doi.org/10.3897/ap.5.e0153.

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Danze, Elizabeth. "How the Psychoanalytic Use of Object Constancy and Internalization Can Inform Our Understanding of the Teacher/Student Relationship." In 110th ACSA Annual Meeting Paper Proceedings. ACSA Press, 2022. http://dx.doi.org/10.35483/acsa.am.110.20.

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In looking at the discipline of Psychoanalysis, we might better understand concepts around basic human development such as object constancy and internalization as ways of informing how the mentoring or teaching relationship is focused on the growth and development in the other person— our student. Object constancy and internalization enable an individual to preserve a stable, subjective representation of an object (the psychotherapist, for instance) in the face of complex or contradictory affects. This paper looks at this through the lens of the psychoanalytic dyad— the relationship between psychoanalyst and analysand (patient)— as a vehicle for envisioning how we might better educate our students, especially in the intensive, hours-long design studio. In Hans Loewald’s important paper, “On the Therapeutic Action of Psychoanalysis,” he expounds on the parent-child relationship and how the empathic parent holds a vision of the future child and in various ways mediates this vision to the child. The child, in identification with it, can then grow. By internalizing aspects of the parent, the child also internalizes the parent’s image of the child. While a teacher is not participating in the role of parent or psychoanalyst, a primary concern for an analyst, parent, or teacher is the aiding in the growth and development of another. The idea that the parent/analyst/teacher’s capacity to imagine future growth, anticipate something for the child or patient or student, hold that in mind for them, and offer that vision is a reflective way of expanding possibilities and potentialities for them. Perhaps in this way, the successful, authentic, and autonomous student begins in the mind of the teacher. We understand that the psychoanalyst seeks to understand and “take in” the analysand, to help organize thought processes and mindset. Then, working alongside the analysand, the teacher helps to organize the student’s design approach and process. The teacher then “hands back” organizational and other insight through interpretation to the student, who must bring meaning and understanding to the changing project— and to themselves, the developing designer. In addition to object constancy and internalization, by looking at the writings and clinical work of Winnicott, Ogden, Kohut, and others, we will explore related notions of receptivity, projective identification, concordant transference, and co-construction and ask how they might be understood within the teacher/ student paradigm in this context. Lastly, in an analysis, realizations and understandings continue to occur and develop long past the end of treatment. It is a fluid and ongoing process, with multiple mechanisms extending beyond the limits of the analysis. The successful design student may internalize the relationship with her instructor, aiding the student in positive self-constancy long after the design studio is over and the instructor is gone. By understanding how to employ some of these ideas, we might better appreciate our role as teachers in aiding our students in a life-long quest for growth and mastery.
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Long, Jiayi. "The Moderation Effect of Teacher-Parent Relationship: Self-Efficacy, Job Burnout, and Professional Identity of Primary and Middle School Teachers in China." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1889506.

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Reports on the topic "Parent-teacher relationships"

1

Taylor, Sonja. Use of Role and Power in Parent-Teacher Relationships: Perceptions from the Parent Perspective. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2321.

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2

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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Abstract:
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.
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