Articoli di riviste: "Parent-teacher relationships"

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

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Santiago, Rachel T., S. Andrew Garbacz, Tiffany Beattie e Christabelle L. Moore. "PARENT-TEACHER RELATIONSHIPS IN ELEMENTARY SCHOOL: AN EXAMINATION OF PARENT-TEACHER TRUST". Psychology in the Schools 53, n. 10 (21 ottobre 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, n. 10 (31 maggio 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 e 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. 2 (gennaio 2005): 131–42. http://dx.doi.org/10.1080/1090102050250206.

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Weisberger, Ifat, e 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, n. 7 (22 giugno 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, e Lorraine Wilgosh. "Fostering Parent-Teacher Relationships when Children are Gifted". Gifted Education International 14, n. 3 (maggio 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 e Tamsin Ford. "ADHD, parent perspectives and parent-teacher relationships: grounds for conflict". British Journal of Special Education 42, n. 3 (29 gennaio 2015): 279–300. http://dx.doi.org/10.1111/1467-8578.12087.

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Li, Meihui, e Hongxia Ye. "Effects of parental conflict on adolescent academic burnout: A moderated mediation model". Social Behavior and Personality: an international journal 52, n. 3 (6 marzo 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, n. 4 (31 dicembre 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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Zhen, Rui, Ru-De Liu, Wei Hong e Xiao Zhou. "How do Interpersonal Relationships Relieve Adolescents’ Problematic Mobile Phone Use? The Roles of Loneliness and Motivation to Use Mobile Phones". International Journal of Environmental Research and Public Health 16, n. 13 (28 giugno 2019): 2286. http://dx.doi.org/10.3390/ijerph16132286.

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The current study aimed to explore the underlying mechanisms of how interpersonal relationships relieve adolescents’ problematic mobile phone use (PMPU) and to examine the potential mediating roles of loneliness and motivation to use mobile phones. Four thousand five hundred and nine middle school students from four provinces in China were recruited to participate in the investigation. The results showed that the parent–child relationship but not the teacher–student relationship, had a direct and negative effect on PMPU. The parent–child relationship had indirect effects on PMPU through the mediators of loneliness, escape motivation and relationship motivation; the teacher–student relationship had indirect effects on PMPU only through the mediating factors of loneliness and escape motivation. Both parent–child and teacher–student relationships indirectly affected PMPU through a two-step path from loneliness to escape motivation. These findings highlight the more salient role of the parent–child relationship than that of the teacher–student relationship in directly alleviating PMPU and indicate that satisfying interpersonal relationships can buffer adolescents’ PMPU by lowering their loneliness and motivation to use mobile phones.

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Hernandez, Sera, e Brian P. Leung. "Using the Internet to Boost Parent-Teacher Relationships". Kappa Delta Pi Record 40, n. 3 (aprile 2004): 136–38. http://dx.doi.org/10.1080/00228958.2004.10516424.

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

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

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Oyinloye, Bukola. "Reframing Parent-Teacher Relationships in Rural African Schools". Africa Education Review 18, n. 5-6 (2 novembre 2021): 131–48. http://dx.doi.org/10.1080/18146627.2022.2151926.

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Lang, Sarah N., Lieny Jeon, Sarah J. Schoppe-Sullivan e Michael B. Wells. "Associations Between Parent–Teacher Cocaring Relationships, Parent–Child Relationships, and Young Children’s Social Emotional Development". Child & Youth Care Forum 49, n. 4 (7 aprile 2020): 623–46. http://dx.doi.org/10.1007/s10566-020-09545-6.

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Kim, Jinhee, e Junyeop Kim. "Exploring the Influential Factors of Teacher-student Relationship based on Random Forest Regression and Interpretation using SHAP". Korean Society for Educational Evaluation 35, n. 3 (30 settembre 2022): 409–37. http://dx.doi.org/10.31158/jeev.2022.35.3.409.

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The purpose of this study is to explore factors affecting the teacher-student relationship of middle and high school first grade students. It was intended to provide information for improving the teacher-student relationship through the analysis results. This study performed random forest regression analysis using GEPS data. The subjects of this study were 5,586 middle school students and 5,348 high school students. The explanatory variables used in the analysis were 478 items in middle school and 499 items in high school. 24 major factors were derived using SHAP value. The result is as follows: First, the main factors that influenced teacher-student relationships in the first grade of middle school were ‘school satisfaction’, ‘friendship relationship’, ‘teacher’s passion’, ‘teacher’s teaching ability’, ‘teacher’s teaching method’, ‘vacation life’, and ‘parent attachment-trust’. Second, the main factors that influenced teacher-student relationships in the first grade of high school were ‘school satisfaction’, ‘friendship relationship’, ‘teacher’s passion’, ‘teacher’s teaching method’, ‘self-esteem’, and ‘parent attachment-trust’. School satisfaction(8 items), peer relationship(6 items), teacher passion(1 item) and parent attachment-trust(1 item) were the same influencing factors, but the contribution of each question was different depending on the school level. Schools need to approach improving teacher- student relationships considering the results of the study.

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Saral, Bengi, e Ibrahim H. Acar. "Preschool children’s social competence: the roles of parent–child, parent–parent, and teacher–child relationships". European Early Childhood Education Research Journal 29, n. 6 (16 ottobre 2021): 856–76. http://dx.doi.org/10.1080/1350293x.2021.1985557.

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Dawson, Anne E., e Brian T. Wymbs. "Validity and Utility of the Parent–Teacher Relationship Scale–II". Journal of Psychoeducational Assessment 34, n. 8 (3 agosto 2016): 751–64. http://dx.doi.org/10.1177/0734282915627027.

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Preliminary findings indicate that positive relations between parents and teachers are associated with successful school outcomes for children. However, measures available to assess parent–teacher relations are scant. The current study examined validity evidence for the Parent–Teacher Relationship Scale–II (PTRS). Specifically, the internal structure of the PTRS and the test–criterion relationships between the PTRS and several important child-level variables were examined. Primary school teachers ( n = 120) completed the PTRS referencing two different parents of children in their classroom, as well as outcome measures about both of these parent’s children (i.e., academic competence, student–teacher relationship, and behavior). Confirmatory factor analyses supported the two-factor solution originally proposed by the PTRS authors. Associations between the PTRS and child outcome variables provided further evidence in support of test–criterion relationships. School mental health professionals and researchers seeking to assess the contributions of parent–teacher relations to academic and behavioral outcomes of children should consider administering the PTRS.

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Sucuoğlu, Nimet Bülbin, e Hatice Bakkaloğlu. "The quality of parent–teacher relationships in inclusive preschools". Early Child Development and Care 188, n. 8 (3 dicembre 2016): 1190–201. http://dx.doi.org/10.1080/03004430.2016.1261124.

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Vickers, Harleen S., e Kathleen M. Minke. "Exploring parent-teacher relationships: Joining and communication to others." School Psychology Quarterly 10, n. 2 (1995): 133–50. http://dx.doi.org/10.1037/h0088300.

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Powell, Douglas R., e Karen E. Diamond. "Approaches to Parent-Teacher Relationships in U.S. Early Childhood Programs during the Twentieth Century". Journal of Education 177, n. 3 (ottobre 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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Tadesse, Selamawit. "Parent Involvement: Perceived Encouragement and Barriers to African Refugee Parent and Teacher Relationships". Childhood Education 90, n. 4 (27 giugno 2014): 298–305. http://dx.doi.org/10.1080/00094056.2014.937275.

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Lin, Po-Chun, Li-Yun Peng, Ray C. Hsiao, Wen-Jiun Chou e Cheng-Fang Yen. "Teacher Harassment Victimization in Adolescents with High-Functioning Autism Spectrum Disorder: Related Factors and Its Relationships with Emotional Problems". International Journal of Environmental Research and Public Health 17, n. 11 (6 giugno 2020): 4057. http://dx.doi.org/10.3390/ijerph17114057.

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This study aimed to examine the prevalence, related factors, and emotional problems associated with teacher harassment victimization in adolescents with autism spectrum disorder (ASD) assessed by self-reports and parent reports. A total of 219 adolescents with ASD participated in this study. The self-reported and parent-reported rates of teacher harassment victimization were calculated. Sociodemographic characteristics, parent-reported social communication deficits, attention-deficit and hyperactivity disorder (ADHD) symptoms, oppositional defiant disorder (ODD) symptoms, self-reported depression and anxiety symptoms, and suicidality were surveyed. In total, 26 (11.9%) adolescents with ASD experienced teacher harassment based on self-reports or parent reports; the convergence between adolescent and parent reports on adolescent experiences of teacher harassment was low. Victims of teacher harassment exhibited more severe social communication deficits and ODD symptoms than nonvictims of teacher harassment. Victims of teacher harassment displayed more severe depression and anxiety and were more likely to have suicidality. Socio-communication deficits and ODD symptoms were related to teacher harassment victimization, which in turn was significantly associated with emotional problems among adolescents with ASD.

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Hou, Jinqin. "Factors Influencing Peer Victimization from the Perspective of Home-School Partnership: A Moderated Mediation Model". Best Evidence in Chinese Education 17, n. 1 (25 maggio 2024): 1847–52. http://dx.doi.org/10.15354/bece.24.ar116.

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This study aims to explore the overlapping influences of the home and school on peer victimization in adolescents under the notion of home-school partnership and to investigate how the parent-child relationship, teacher-student relationship, teenage depressive symptoms are related to peer victimization by constructing a moderated mediation model. It surveyed 1,710 students in 5-8 grades, using the Inventory of Parent and Peer Attachment, Student-Teacher Relationship Scale (brief version), Multidimensional Peer Victimization Scale, and Center for Epidemiologic Studies Depression Scale (brief version). Research findings show that the parent-child relationship had a direct impact on peer victimization and indirectly affected peer victimization via the mediation of teenage depressive symptoms; and that teacher-student relationships had moderating effects on the three paths in the mediation model, playing roles in enhancing the protection effect of the parent-child relationship against peer victimization, weakening the possible impact of the parent-child relationship on teenager depression, and alleviating the predictive effect of depressive symptoms on peer victimization. The research suggests that home-school partnership is a viable avenue for the prevention of school bullying.

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Martin, Andrew J., Herbert W. Marsh, Dennis M. McInerney, Jasmine Green e Martin Dowson. "Getting Along with Teachers and Parents: The Yields of Good Relationships for Students' Achievement Motivation and Self-Esteem". Australian Journal of Guidance and Counselling 17, n. 2 (1 dicembre 2007): 109–25. http://dx.doi.org/10.1375/ajgc.17.2.109.

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AbstractThe aim of the present study was to better understand the combined and unique effects of teacher–student and parent–child relationships in students' achievement motivation and self-esteem. Participants were 3450 high school students administered items assessing their interpersonal relationships, academic motivation and engagement, academic self-concept, and general self-esteem. Preliminary correlations showed that both teacher–student and parent–child relationships are significantly associated with achievement motivation and general self-esteem. Importantly, however, when using appropriate structural equation models to control for shared variance amongst predictors, findings showed that although teachers and parents are clearly influential, after controlling for gender, age, and the presence of both interpersonal relationships in the one model, teacher effects are stronger than parent effects, particularly in the academic domain.

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Wright, Dan, e Gregory K. Torrey. "A Comparison of Two Peer-Referenced Assessment Techniques with Parent and Teacher Ratings of Social Skills and Problem Behaviors". Behavioral Disorders 26, n. 2 (febbraio 2001): 173–82. http://dx.doi.org/10.1177/019874290102600207.

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The relationship of parent and teacher ratings of social skills and problem behaviors, using the Social Skills Rating System with two peer-referenced measures (the Peer Nomination Technique and the Pupil Evaluation Inventory), were examined with a sample of regular education fifth- and sixth-grade students. The differential magnitudes of parent and teacher ratings with sociometric reports were examined as indicators of convergent and discriminant validity. The relationships among scales of prosocial and problem behaviors were found to be logically consistent. Teacher ratings of social skills, problem behaviors, and academic competence showed moderate correlations with both peer measures. Parent ratings of social skills and problem behaviors were similarly related, but at somewhat lower magnitudes.

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

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Shahidul, S. M., e A. H. M. Zehadul Karim. "Intergenerational Bonding in Family and School Contexts: Which Does Impact More on Degree Aspiration of Students?" Asian Social Science 11, n. 27 (22 novembre 2015): 63. http://dx.doi.org/10.5539/ass.v11n27p63.

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Among the factors which have trajectory roles on the academic attainment of students, intergenerational bonding is the foremost of them. Though intergenerational bonding has basically focused on parent-child relationship, contemporary studies further consider the teacher-student relationship as intergenerational bonding to identify its effect on the academic attainment of students. In this study, we first examine both types of bonding which are created by parent-child and teacher-student relationships and how these impact on the degree of aspiration of secondary school students. Then, we compare these effects to identify which factor affects more on the degree aspiration outcome of students. We use the data collected from 553 students of Grade IX from 12 secondary schools in Bangladesh. The effect size of parent-child bonding and teacher-student bonding are compared using standardized Beta (β) weights of these two variables. The results show that beyond the socioeconomic status, both parent-child bonding and teacher-student bonding significantly and positively impact on students' degree aspiration outcome. Furthermore, when we compared the effect size of these two variables, results show that parent-child bonding had more strength compared to teacher-student bonding to predict the degree aspiration outcome of students.

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Li, Shiying, e Jiansu Wang. "Promote the Quality of Parent-Teacher Relationships through Home-School Partnerships". Journal of Education, Humanities and Social Sciences 29 (19 aprile 2024): 76–84. http://dx.doi.org/10.54097/rw5bvb63.

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Home-school cooperation is one of the most important research topics today. Researchers have found that home-school cooperation has a significant impact on home-teacher relationship. However, there is still no unified explanation on how to promote the quality of home-teacher relationship through home-school cooperation. Home-school cooperation is an important part of the modern school system, and it is also an important way to realize class construction and students' all-round and healthy growth. This paper summarizes the research on how home-school cooperation promotes the quality of home-teacher relationship through the influence of home-teacher relationship from the following seven aspects: (1)The definition and importance of home-school cooperation are developed from the concept, basic attributes and significance of home-school cooperation; (2)Definition and research status of family-teacher relationship; (3)The positive influence of home-school cooperation on home-teacher relationship; (4)The regulating effect of family-teacher relationship; (5)The mediating role of home-school cooperation and home-teacher relationship; (6)Strategies and measures for home-school cooperation; (7)The implications of existing research for practice and future research directions.

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De Laet, Steven, Hilde Colpin, Luc Goossens, Karla Van Leeuwen e Karine Verschueren. "Comparing Parent–Child and Teacher–Child Relationships in Early Adolescence". Journal of Psychoeducational Assessment 32, n. 6 (7 aprile 2014): 521–32. http://dx.doi.org/10.1177/0734282914527408.

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Peleg, Alona. "Safe educational partnership with parents: a new integrative model of parent-teacher relationships in a diverse, polarized and changing society". Sociology International Journal 7, n. 1 (14 febbraio 2023): 22–30. http://dx.doi.org/10.15406/sij.2023.07.00320.

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During recent decades, there have been far-reaching social changes in Western countries, that have affected parent-teacher relationships dramatically. The worldwide Covid19 crisis has exacerbated educational gaps, especially among disadvantaged populations. Therefore, restoring parent-teacher relationships is a key factor in reducing inequality. However, many models of parent-teacher communication have not yet been updated to include multicultural approach or socio-systemic work. Accordingly, we propose a new integrative applicable model: safe educational partnership with parents. This model is based on cultivating psychological safety, including identity safety, as a necessary condition for building close relations. For this purpose, the teacher has to work in three levels: 1) intra-personal level 2) inter-personal level and 3) institutional-organizational level. Educators and counselors can use this model to lead protected empathetic interactions with parents and promote an environment with a perspective of "value in diversity", for the benefit of restoring trusting relationships with parents and reducing gaps.

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Ang, Kathryn, Clorinda Panebianco e Albi Odendaal. "Parent–teacher partnerships in group music lessons: a collective case study". British Journal of Music Education 37, n. 2 (8 luglio 2019): 169–79. http://dx.doi.org/10.1017/s026505171900024x.

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AbstractDeveloping effective parent–teacher relationships in music lessons is important for the well-being and learning outcomes of the learners. The aim of this collective case study was to explore the relationship between teachers and parents of pre-school children in group music lessons in the Klang Valley, which is an area in West Malaysia centred on Kuala Lumpur. It includes the neighbouring cities and towns in the state of Selangor. Interviews were conducted with nine parents and three teachers of three group music classes for pre-school children. The results point to the values and attitudes that parents and teachers hold and the interactions between them that both encouraged and discouraged parent–teacher partnerships, which are relationships where trust, reciprocity, mutuality, shared goals and decision making are essential characteristics.

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Cankar, Franc, Tomi Deutsch e Sonja Sentočnik. "Approaches to Building Teacher-Parent Cooperation". Center for Educational Policy Studies Journal 2, n. 1 (16 gennaio 2018): 35–55. http://dx.doi.org/10.26529/cepsj.394.

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The purpose of this study was to explore the areas of cooperation in which parent and teacher expectations were the same and where they differed. Data were obtained from a sample of 55 randomly selected primary schools. We analyzed school-to home communications, parentalinfluence on school decisions, and parent involvement in different school activities. At the same time, we also explored building cooperation among the teachers, students, and their parents, within the framework of the program ‘Reading and Conversation’. The findings indicated that the third- and ninth- grade lead teachers were mostly in agreement about theimportance of parent involvement and as such represented a fairly homogenous group. The third-grade lead teachers were more open about actual involvement of parents in instruction than their ninth-grade colleagues, who were more cautious and restrained. In contrast to the lead teachers who represented a relatively narrow professional group, parents’views were much more diverse. Parental education was the best predictor of their readiness to become involved in the life and work of their children’s school. Whether the area in which the families lived was urban or suburban did not make any difference. The evaluation of the one-year ‘Reading and Conversation’ programme revealed increases in parents’motivation tocollaborate with the school as a consequence of the program’s approach to work, as well as improvement in mutual relationships and dialogue.

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Billman, Nicola, Catherine Geddes e Helen Hedges. "Teacher–Parent Partnerships: Sharing understandings and making changes". Australasian Journal of Early Childhood 30, n. 1 (marzo 2005): 44–48. http://dx.doi.org/10.1177/183693910503000108.

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Early childhood education highlights partnership between teacher and parents as positively influencing children's learning. This article describes how teachers became aware of a lack of shared understanding between them and parents about the ‘parent help’ role in their kindergarten, and their efforts to redress this situation. Changes made by teachers illustrate that a willingness to build, maintain and re-visit collaborative relationships is vital if children's learning is to be maximised.

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Mustafa, Çetin. "Co-caring relationships: How parent and child characteristics matter". i-manager's Journal on Educational Psychology 17, n. 1 (2023): 32. http://dx.doi.org/10.26634/jpsy.17.1.19734.

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This study aims to investigate the relationships between parent and child characteristics and co-caring relationships with the child's preschool teacher, including endorsement, support, undermining, and agreement. A survey research design was adopted for this study. The study's data were collected from 243 mothers and 238 fathers selected from preschools in Antalya, Turkey, through a demographic information form and the Co-caring Relationship Questionnaire. Independent sample t-tests, One-Way Analysis of Variance (ANOVA), and simple linear regression analyses were conducted. The results of the analyses indicated that there is a statistically significant difference between mothers and fathers in relation to their child's teacher in terms of endorsement, support, and undermining. On the other hand, the co-caring relationships of parents with their child's teacher did not differ based on the child's gender or parents' educational level. Lastly, the results revealed that parents' age significantly predicted the endorsement of parents for teachers' caregiving.

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Kaczor, Agnieszka. "Діалог з батьками учнів (за оцінками майбутніх учителів)". Journal of Vasyl Stefanyk Precarpathian National University 11, n. 1 (31 marzo 2024): 50–58. http://dx.doi.org/10.15330/jpnu.11.1.50-58.

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The article stresses on the importance of dialogue with the parents of students in teacher’s work. A qualitative study was conducted in order to show the characteristics of dialogical interaction between the teacher and parent from the perspective of students training to become professional teachers. The study, which involved students of pedagogy at Ignatianum University in Krakow (Poland), was carried out in the academic year 2022/2023. The research was exploratory and examined how future teachers perceive dialogue with students’ parents. The concept of three-layer data analysis by Maria Szymańska was helpful in capturing the different shades of the studied reality. Based on a qualitative analysis of student surveys, the study identified the facets of teacher-parent dialogue with students' parents, the skills that teacher trainees believe are useful in building teacher-parent dialogue, and the advantages of dialogue in the teacher-parent relationship that prompt teacher trainees to develop their skills. It was shown that good teacher-parent communication helps in working with the pupil. Hence, it is crucial for a teacher to be able to initiate communication and then sustain it. He or she should know how to create community processes and build the school’s organizational culture in such a way that it is conducive to establishing constructive and close relationships with pupils’ parents. The survey respondents mentioned the following as skills conducive to building teacher-parent dialogue: creating an atmosphere of trust, empathy, encouraging cooperation, and the ability to reduce feelings of discomfort, anxiety and powerlessness in parents. From the analysis of the data obtained in the course of the study, it is advocated that communication skills need to be improved in teachers, as well as in pedagogy students. This recommendation is also consistent with the findings from the theoretical analysis of the scientific literature. Improving skills to establish constructive cooperation with parents is a response to the existing barriers in the teacher-parent relationship, especially in view of the fact that modern realities pose a challenge to the partnership between family and school, rendering the relationship between teachers and parents increasingly complicated.

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KIM, Jung-Min, e Ji-Hyun CHOI. "Metaphorical Analysis of pre-service early childhood teachers' Perceptions of Parent and Parent-Child Relationships". Association of Korea Counseling Psychology Education Welfare 9, n. 5 (31 ottobre 2022): 317–34. http://dx.doi.org/10.20496/cpew.2022.9.5.317.

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This study conducted a metaphorical analysis of the parent-parent-child relationship targeting3rd graders in the early childhood education department. As a result, pre-primary earlychildhood teachers regard their parents as 'parents as emotional supporters', 'parents as victims','parents as absolute beings with strength', 'parents as guardians', 'parents in the process ofself-growth', 'guides of life' Parents as 'parents' and 'parents as examples of life' were recognized in that order. In addition, parent-child relationships were recognized in the order of'essential relationship', 'symbiotic relationship', 'equality relationship', 'trust relationship','relationship where love and hate coexist', and 'relationship that grows together' was doingThrough this, it will be an opportunity to derive the operational direction of parenteducation-related subjects opened in the early childhood teacher training course. In the future,effective parent education will be achieved by forming a trusting relationship between parentsand teachers.

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Angelides, Panayiotis, Louiza Theophanous e James Leigh. "Understanding teacher–parent relationships for improving pre‐primary schools in Cyprus". Educational Review 58, n. 3 (agosto 2006): 303–16. http://dx.doi.org/10.1080/00131910600748315.

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

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Mautone, Jennifer A., Enitan Marcelle, Katy E. Tresco e Thomas J. Power. "ASSESSING THE QUALITY OF PARENT-TEACHER RELATIONSHIPS FOR STUDENTS WITH ADHD". Psychology in the Schools 52, n. 2 (1 dicembre 2014): 196–207. http://dx.doi.org/10.1002/pits.21817.

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Bang, Yoo-Seon, Hye-Jin Jang e Ji-Hyun Jung. "Understanding Korean early childhood teachers' challenges in parent–teacher partnerships: Beyond individual matters". Social Behavior and Personality: an international journal 49, n. 10 (6 ottobre 2021): 1–16. http://dx.doi.org/10.2224/sbp.10764.

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We conducted individual and group interviews with six early childhood teachers to better understand their difficulties in establishing parent–teacher partnerships, and to explore the underlying causes of such difficulties. The results show that all the teachers experienced various challenges in their relationships with parents because of fear of conflict, unexpected struggles, parents' distrust, and unreasonable demands. However, these difficulties interconnect with broader sociocultural and structural factors that teachers cannot overcome simply through their individual efforts. Despite this, under the current system, teachers reported that they had to solve problems by themselves, no matter how unreasonable. In conflict with their intention to collaborate better with parents, the teachers became discouraged, passive, and defensive in their relationships, making it increasingly difficult for parent–teacher partnerships to form. The underlying causes that hinder parent–teacher partnerships and the implications of our findings are discussed.

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Wachs, Sebastian, Anke Görzig, Michelle F. Wright, Wilfried Schubarth e Ludwig Bilz. "Associations among Adolescents’ Relationships with Parents, Peers, and Teachers, Self-Efficacy, and Willingness to Intervene in Bullying: A Social Cognitive Approach". International Journal of Environmental Research and Public Health 17, n. 2 (8 gennaio 2020): 420. http://dx.doi.org/10.3390/ijerph17020420.

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We applied the Social Cognitive Theory to investigate whether parent–child relationships, bullying victimization, and teacher–student relationships are directly as well as indirectly via self-efficacy in social conflicts associated with adolescents’ willingness to intervene in a bullying incident. There were 2071 (51.3% male) adolescents between the ages of 12 and 17 from 24 schools in Germany who participated in this study. A mediation test using structural equation modeling revealed that parent–child relationships, bullying victimization, and teacher–student relationships were directly related to adolescents’ self-efficacy in social conflicts. Further, teacher–student relationships and bullying victimization were directly associated with adolescents’ willingness to intervene in bullying. Finally, relationships with parents, peers and teachers were indirectly related to higher levels of students’ willingness to intervene in bullying situations due to self-efficacy in social conflicts. Thus, our analysis confirms the general assumptions of Social Cognitive Theory and the usefulness of applying its approach to social conflicts such as bullying situations.

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Channell, Adam, William Cobern, David Rudge e Amy Bentz. "Teacher and Parent Perspectives on NGSS Alignment Following Teacher Professional Development". Science Education International 32, n. 1 (4 marzo 2021): 72–79. http://dx.doi.org/10.33828/sei.v32.i1.8.

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Abstract: This study examined United States K-12 science teacher interactions with parents during Next Generation Science Standards (NGSS) reform following teachers’ professional development (PD) participation, as well as parent accounts of understanding and support for NGSS. Fourteen teachers and fifteen parents completed an online surveys and phone interviews. Themes, based on coded data, were constructed to represent relationships between teachers and parents during NGSS classroom implementation post-PD. We found that parents were generally unaware of NGSS and not well-informed about the changes the new standards brought to their child’s science classrooms. Despite parents’ lack of NGSS understanding, parents generally gave positive feedback about teachers’ science instruction. However, parents expressed concern about their child’s ability to transition between grade levels and subjects, the lack of an aligned textbook and homework assignments, and confusion with how to help their children at home in preparation for assessments. The results of this study suggest that it is important for school districts to inform parents adequately about the new NGSS curriculum and its implementation. While this study took place in the United States and pertains to NGSS, the findings are broadly applicable to teacher development and communications with parents during standards reform, regardless of country.

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陳亦柔, 陳亦柔, e 陸偉明 Yi-Rou Chen. "自尊、親子與師生關係對青少年至成年初顯期憂鬱症狀發展軌跡之探討". 中華輔導與諮商學報 63, n. 63 (gennaio 2022): 071–110. http://dx.doi.org/10.53106/172851862022010063003.

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憂鬱症狀的發展是心理與教育界甚為重要的議題，但從青少年到成年初顯期的軌跡卻少被探討。本研究藉由「臺灣青少年成長歷程研究」資料庫中2002至2009年間三波次(國三、高三、大四)共992位固定樣本採用二因子潛在成長曲線模式之隨機截距隨機斜率模型，來探討自尊、親子與師生關係對憂鬱症狀之發展軌跡。研究發現憂鬱症狀除穩定下降的一組外，另還有上升的一組。有以下四個重要結果: (1)自尊、親子與師生關係的國三分數皆負向影響後續變化幅度。另，高憂鬱組在此三變項的平均分數皆較低憂鬱組低，且波動也較大。(2)自尊的重要性相對高於親子與師生關係;不論高低憂鬱組，國三自尊分數皆負向影響憂鬱症狀分數，自尊的變化幅度也負向影響憂鬱症狀的變化幅度。但在高憂鬱組，國三自尊分數卻對憂鬱症狀之變化幅度有正向影響，顯示過高自尊可能的問題。(3)低憂鬱組的國三親子關係負向影響憂鬱症狀分數，但高憂鬱組之親子關係變化幅度會負向影響憂鬱症狀變化幅度。 (4)最後，低高憂鬱兩組的師生關係分數對憂鬱症狀變化幅度皆無明顯影響，僅在低憂鬱組的國三師生關係分數負向影響憂鬱症狀分數。本研究發現自尊、親子與師生關係在青春期到成年初顯期，會因憂鬱症狀高低而對個體有不同效果，並據此提出教學與輔導相關建議。  Depression is an increasingly important area in psychology and education. Investigating depressive symptoms is a continuing concern for adolescents. Recently, an increased interest extends to emerging adulthood. According to the viewpoint of ecological system theory, previous studies in process-person-context-time model have highlighted the important factors such as ideal self, parent-child relationship, teacher-student relationship. This study aimed to investigate the trajectories of depressive symptoms from adolescence to emerging adulthood by considering three predictors — self-esteem, parent-child, and teacher-student relationships. Using AMOS 23.0, two factor latent growth curve model with random intercepts and random slopes was used to analyze the longitudinal data. In this panel study, a sample of 992 students were selected from the Taiwan Youth Project (TYP) in three waves from 2002 to 2009 (at Grade 9, Grade 12, and the senior year of undergraduate). The average scores in each of the three waves served as indicators of latent intercepts and slopes for each of the four study variables. By using hierarchical cluster analysis with dendrogram, we were able to divide all subjects into two groups as low and high depressive symptom groups respectively. Four research questions with correspondent eleven research hypotheses were investigated. That is, H1a: The intercept of self-esteem has negative influence on the correspondent slope of self-esteem. H1b: The intercept of parent-child relationship has negative influence on the correspondent slope of parent-child relationship. H1c: The intercept of teacher-student relationships has negative influence on the correspondent slope of teacher-student relationships. H2a: The intercept of self-esteem has negative influence on the intercept of depressive symptoms. H2b: The intercept of self-esteem has negative influence on the slope of depressive symptoms. H2c: The slope of self-esteem has negative influence on the slope of depressive symptoms. H3a: The intercept of parent-child relationship has negative influence on the intercept of depressive symptoms. H3b: The slope of parent-child relationship has negative influence on the slope of depressive symptoms. H4a: The intercept of teacher-student relationships has negative influence on the intercept of depressive symptoms. H4b: The intercept of teacher-student relationships has negative influence on the slope of depressive symptoms. H4c: The slope of teacher-student relationships has negative influence on the slope of depressive symptoms. The main findings of this study are shown as follows: (1) The intercepts of self-esteem, parent-child, and teacher-student relationships all negatively affected their respective slopes. In addition, the intercepts of the high depressive group on these three variables were lower, and the slopes were greater, than those of low depressive group. (2) Among the three predictors, self-esteem was the most important one. The intercept of self- esteem affected the intercept of depressive symptoms; the slope in self-esteem also affected the slope in depressive symptoms in both groups. Surprisingly, in the high depressive symptom group, people with high self-esteem in Grade 9 had a higher positive depressive symptom slope in the future. (3) The intercept of parent-child relationship negatively affected the intercept of depressive symptoms for the low depressive symptom group, while the slope in parent-child relationship affected the slope in depressive symptoms for the high depressive group. (4) The intercept of the teacher-student relationship negatively affected the intercept of depression symptoms only in the low depressive symptom group. Based on these results, suggestions for practical applications and future research are also discussed. In brief, it is necessary to pay attention to students’ development of long-term self-esteem and other psychological and social factors even if an individual has good self-esteem from the beginning. It is worth noting that individuals with high self-esteem are likely to have greater changes in depressive symptoms in the future. If an individual has high self-esteem but cannot tolerate setbacks and failures, the slope in depressive symptoms will increase. Moreover, even if individuals have unfavorable family experiences in the early stages, they still have the possibility of improving parent-child relationships, showing that the parent-child relationship is not limited to a single point in time. Finally, the teacher-student relationship in early adolescence not only shows its long-term influence, but also becomes an individual’s protective factor for depression, helping individual to have better adaptability in future.

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Kundi, Ghulam Muhammad, e Mohammad Faleh Alharbi. "Relationship between Dyslexia and the Academic Performance: Mediating Role of Teacher’s Awareness". Revista Amazonia Investiga 11, n. 50 (10 marzo 2022): 215–31. http://dx.doi.org/10.34069/ai/2022.50.02.21.

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The academic performance of dyslexic students’ needs a lot of attention both from teachers as well as parents. Teachers must be well trained and have the expertise to carefully manage the class of dyslexic students. For this purpose, identifying dyslexic students, classroom management teacher-parent participation and awareness could play an important role in enhancing the academic performance of dyslexic students. The current study aims to investigate the indirect effects of awareness on the relationship between identifying dyslexic students, classroom management teacher-parent participation, and academic performance of students. Nonprobability convenience sampling was used. 372 participants participated in the survey. AMOS-SEM was used for data analysis. Measurement and structural models were developed. It was found that all the scales were found reliable and valid. Moreover, all the direct and indirect relationships were also found positive and significant. Awareness and teacher-parent participation were found most dominant factors on basis of beta values.

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Wolf, Sharon. "“Me I don’t really discuss anything with them”: Parent and teacher perceptions of early childhood education and parent-teacher relationships in Ghana". International Journal of Educational Research 99 (2020): 101525. http://dx.doi.org/10.1016/j.ijer.2019.101525.

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Landeros, Mary. "Defining the ‘good mother’ and the ‘professional teacher’: parent–teacher relationships in an affluent school district". Gender and Education 23, n. 3 (maggio 2011): 247–62. http://dx.doi.org/10.1080/09540253.2010.491789.

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Zainullah, Moh Mahfud e Wa Ode Riniati. "Exploring the Role of Teacher-Student Relationships in Academic Achievement: A Qualitative Study in Primary Schools". ES Journal of Learning and Educations 1, n. 02 (31 luglio 2023): 76–83. http://dx.doi.org/10.58812/esle.v1i02.111.

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This qualitative research study investigates the urgent role of teacher-student relationships in academic achievement among elementary school students in West Java, Indonesia. By employing interviews, focus group discussions, observations, and parent surveys, data was collected to understand the dynamics of these relationships and their impact on academic outcomes. Thematic analysis revealed key themes, emphasizing the importance of positive teacher-student relationships, factors influencing these interactions, and their significant correlation with academic achievement. The findings underscore the urgency of prioritizing positive teacher-student relationships in educational settings to foster a supportive learning environment and enhance students' academic success.

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Miretzky, Debra. "The Communication Requirements of Democratic Schools: Parent-Teacher Perspectives on Their Relationships". Teachers College Record: The Voice of Scholarship in Education 106, n. 4 (aprile 2004): 814–51. http://dx.doi.org/10.1177/016146810410600407.

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Research on parent-teacher relationships tends to relegate parents to visitor roles in schools and to reinforce student achievement as the primary goal of parent-teacher relationships. This article argues for the recognition of the importance of talk among parents and teachers—both as a research methodology and as a desirable outcome—in creating and sustaining democratic communities that support school improvement. The study described used a qualitative approach that incorporated interviews and focus groups in a participative inquiry. Individual interviews with fourth through eighth grade teachers and parents determined the issues to be explored first in separate and then joint focus groups. Teachers and parents together discussed issues such as defensiveness, communication, and alliances. While parents and teachers did not espouse “democratic communities” per se, the values they expressed as important—investment in the school community, direct and honest communication, trust, mutual respect and mutual goals—all reflect the “communication requirements” of such communities. Parents and teachers may routinely frame the meanings of their encounters in terms of the children they have in common, but it appears that what they look for from each other is clearly connected to what they need for themselves as people who share a community that reflects democratic values.

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