Bibliografías temáticas / Parent-teacher relationships Education

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Literatura académica sobre el tema "Parent-teacher relationships Education"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 5 de febrero de 2022

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Artículos de revistas sobre el tema "Parent-teacher relationships Education"

Dombro, Amy Laura. "Parent/teacher relationships". Day Care & Early Education 14, n.º 3 (marzo de 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 y Natalie A. Koziol. "Congruence in Parent-Teacher Relationships". Elementary School Journal 114, n.º 4 (junio de 2014): 527–46. http://dx.doi.org/10.1086/675637.

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Chung, Li‐Chuan, Christine A. Marvin y Susan L. Churchill. "Teacher factors associated with preschool teacher‐child relationships: Teaching efficacy and parent‐teacher relationships". Journal of Early Childhood Teacher Education 25, n.º 2 (enero de 2005): 131–42. http://dx.doi.org/10.1080/1090102050250206.

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Noble, Diane M. "Parent-Teacher Conferences Can Enhance School-Community Relationships". NASSP Bulletin 75, n.º 534 (abril de 1991): 106–11. http://dx.doi.org/10.1177/019263659107553417.

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Payne, Monica A., Jennifer O. Hinds y Lawrence T. Gay. "Parent‐teacher relationships: perspectives from a developing country". Educational Research 28, n.º 2 (junio de 1986): 117–25. http://dx.doi.org/10.1080/0013188860280206.

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Penney, Sharon y Lorraine Wilgosh. "Fostering Parent-Teacher Relationships when Children are Gifted". Gifted Education International 14, n.º 3 (mayo de 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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Vickers, Harleen S. y Kathleen M. Minke. "Exploring parent-teacher relationships: Joining and communication to others." School Psychology Quarterly 10, n.º 2 (1995): 133–50. http://dx.doi.org/10.1037/h0088300.

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Powell, Douglas R. y Karen E. Diamond. "Approaches to Parent-Teacher Relationships in U.S. Early Childhood Programs during the Twentieth Century". Journal of Education 177, n.º 3 (octubre de 1995): 71–94. http://dx.doi.org/10.1177/002205749517700306.

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The nature of parent-teacher relationships in early childhood programs, including interventions for children with disabilities, is examined within a sociopolitical context across five eras of the twentieth century. Two general approaches are discerned: practices that view parents as learners in need of expert information and advice about child rearing, prevalent through the 1950s, and strategies involving parents as partners with educators in program decision-making, which began to surface in the 1960s. Attention is given to the influence of the Parent Teacher Association in the early 1900s as a response to societal changes stemming from the Industrial Revolution; contributions of the child study movement of the 1920s to parent education activities; effects of the Great Depression on ideas and practices related to individuals with disabilities; the growth of parent advocacy on behalf of children with disabilities; and the influence of the civil rights movement of the 1960s and widespread demographic changes of the 1970s on parent-teacher relationships. Current issues in forming and sustaining parent-teacher partnerships in early childhood programs are identified.

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Kim, Elizabeth Moorman, Susan M. Sheridan, Kyongboon Kwon y Natalie Koziol. "Parent beliefs and children's social-behavioral functioning: The mediating role of parent–teacher relationships". Journal of School Psychology 51, n.º 2 (abril de 2013): 175–85. http://dx.doi.org/10.1016/j.jsp.2013.01.003.

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Grace, Margaret y Alyson C. Gerdes. "Parent-Teacher Relationships and Parental Involvement in Education in Latino Families". Contemporary School Psychology 23, n.º 4 (28 de noviembre de 2018): 444–54. http://dx.doi.org/10.1007/s40688-018-00218-9.

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Tesis sobre el tema "Parent-teacher relationships Education"

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

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Tuholski, Catherine. "Parent-teacher communication best practices for first-year teachers /". [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/CTuholski2006.pdf.

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Lotze, Timothy D. "The effect of teacher contact on parental involvement". Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009Lotzet.pdf.

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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.

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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.

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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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Pereira, Janet Aileen y n/a. "Aspects of primary education in Samoa : exploring student, parent and teacher perspectives". University of Otago. Department of Anthropology, 2006. http://adt.otago.ac.nz./public/adt-NZDU20061025.141215.

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This thesis is a qualitative study into aspects of primary education in Samoa. Using student, parent and teacher interview material, I investigate local perspectives on why education is important, what children should learn, how children learn, and what constitutes 'good' teaching. I also look at local perspectives on the place of exams and physical discipline. Fieldwork included classroom observations in rural and urban settings. The thesis documents how children approach learning at school, how teachers go about their work, and how teachers and students interact. This is primarily an ethnographic study and, as such, focuses on local theories and meanings. However, several broader theoretical areas emerge as important. In the thesis I look at: a) the interdependence between different aspects of school (i.e. curriculum, teaching methods, assessment practices, material constraints, etc.); b) the relationship between primary education and the wider society; and c) the increasing impact of globalisation on education. The thesis challenges the belief that patterns of interaction at school undermine primary socialisation. It also challenges the idea that primary education is an alien Western institution. Formal education has been eagerly embraced, co-opted, and reshaped to ensure consistency with local perspectives and practices. Increasingly, global flows impact on education in Samoa. This has created tensions between educational policy and teaching practice. Education policies are profoundly influenced by Western ideologies and practices. These reflect fundamentally different ways of thinking about children, their relationships with adults, teaching, and learning. By contrast, teaching practices in Samoa are consistent with local beliefs, values and understandings, and the material realities of a small, fiscally constrained Pacific nation. Policy initiatives are often met with inertia and resistance. The thesis raises issues as to the role of education in maintaining the status quo versus education as an agent of change. It also points to the increasingly difficulty task of defining what is a relevant education and how this is best achieved.

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Hodge, Minh-Anh Thi. "Aiming high : patterns of involvement among limited English proficient parents /". Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7660.

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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.

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Chou, Hsin-Ying. "Parent-professional relationship in the decision-making process regarding a child's special education /". Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7594.

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Libros sobre el tema "Parent-teacher relationships Education"

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

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

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Rutherford, Barry. Studies of education reform: Parent and community involvement in education : final technical report. Denver, Colo: RMC Research Corp., 1995.

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Jacquelyn, Elias y Mastroleo Rosemary D, eds. The school-home connection: Forging positive relationships with parents. Thousand Oaks, Calif: Corwin Press, 2010.

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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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New Zealand. Office of the Auditor-General. Education for Māori: Relationships between schools and whānau. Wellington: Office of the Auditor-General, 2015.

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Inviting families into the classroom: Learning from a life in teaching. New York: Teachers College Press, 2010.

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Harpin, Lisa J. Promising partnerships: Ways to involve parents in their children's education. Lanham, Md: Rowman & Littlefield Education, 2011.

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

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Sultana, Ronald G. Ġenituri u gh̳alliema gh̳al edukazzjoni ah̳jar: Gwida gh̳al sh̳ubija ġdida. l-Imsida, Malta: Mireva Publications, 1994.

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Capítulos de libros sobre el tema "Parent-teacher relationships Education"

Kwok, Sylvia. "Implementation of Positive Education Projects in Hong Kong". En 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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Maras, Elly Q., Sarah N. Lang y Sarah J. Schoppe-Sullivan. "An observational assessment of parent–teacher cocaring relationships in infant-toddler classrooms". En Working with Parents and Families in Early Childhood Education, 56–72. Routledge, 2020. http://dx.doi.org/10.4324/9780429288876-6.

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Lux, Christine. "Making Connections". En Advances in Early Childhood and K-12 Education, 209–17. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2971-3.ch017.

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This chapter describes an early childhood teacher educator's path to embracing the importance of building relationships and making connections with children and families. An early field experience as an undergraduate inspired the author to pursue a career as a Montessori preschool teacher where important lessons about listening to children and parents were learned. Throughout the author's career, important events confirmed values and beliefs that are now applied in the author's role as a parent and an early childhood teacher educator.

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Thomas, Amy E. Kirkley, David R. Byrd y DeeDee Mower. "Bridging Family-Teacher Relationships in a Predominately Latinx Title I School With a Spanish-English Dual Immersion Strand Program". En Advances in Early Childhood and K-12 Education, 140–64. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4712-0.ch008.

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Spanish-English dual immersion (DI) programs can help bridge the academic achievement gap between Spanish-speaking English language learners (ELLs) and native English speakers. However, for DI programs to help ELLs, both teachers and parents/guardians need to be aware of their existence and long-term benefits. This case study examined under-enrollment in a Spanish-English DI strand program at a predominately Latinx neighborhood school with a sizable Spanish-speaking ELL population. The case study school faced challenges of transience, limited human and financial resources, and misinformation. Both parents and teachers reported a lack of information to make educational choices and recommendations. School employees built bridges between the school and parents by standardizing the introduction of DI at kindergarten parent-teacher conferences, improving the DI open house, and engaging the efforts of the school's bilingual secretary. Recommendations are provided for increasing parents' and teachers' access to accurate information regarding DI in accessible formats.

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Actas de conferencias sobre el tema "Parent-teacher relationships Education"

Oprea, Daniela. "School Effects of Attachment Break in Context of Economic Migration of Parents". En ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/23.

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Romania is going through a period of economic transition, subject to the pressures of globalization that affect the evolution of the family, at the micro social level, structurally, from the behaviour and relational point of view. The continuous process of changes in the labour market, the inefficiency of the association between vocational training and job satisfaction, the financial difficulties felt by most families but also the challenge of modernity have emphasized the phenomenon of migration in the last decade. The departure of parents who have to work abroad has become a worrying phenomenon with a higher incidence in the eastern half of the country. It has got complex effects on the evolution of the family, especially on the children left at home with one of their parents or their tutors. Nowadays, the studies show more and more situations of neglect in which children become victims and suffer emotionally and physically. They also suffer various abuses, they are exploited through work or sex. In schools, there is a new profile of special educational requirements (not deficiencies), the profile of children left at home without parental support. It is worrying the migration phenomenon seen as a value model by the young generation and its negative effects at school level: decrease of motivation for learning or school abandonment. The present study discusses a review of the current scientific literature objectively, which examines the impact of breaking attachment relationships between children and parents on socio-emotional development and school outcomes. The Romanian society knows an important socio-economic phenomenon, which has grown since 1990: migration. In 2017, a study carried out at the request of the Romanian Government recorded more than 85,000 children left home alone with one of the parents or without parental supervision. We aim to analyse what effects at school and socio-emotional level have the loss of attachment ties having as moderators the gender of the migrant parent, the duration of the separation, the age at which the separation occurs. When these relationships are interrupted, the child’s emotional development is affected, his emotional balance having repercussions in his social life. The purpose of this study is to identify, monitor the dimensions of the phenomenon in intensely affected areas (Braila and Galati counties), the psycho-pedagogical aspects of children with migrant parents exposed to situations of vulnerability, marginalization and to propose a program of educational strategies in order to optimize school motivation. The main objective of the research is to identify, evaluate and involve them into adaptive actions that have as their objective the rebalancing of the socio-affective relations

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