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ERIC Number: ED249217
Record Type: RIE
Publication Date: 1982-Sep
Pages: 183
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Parent-Teacher Interaction.
Kroth, Roger; Krehbiel, Roberta
This module (part of a series of 24 modules) is on philosophies, competencies, and skills that will aid the teacher in communicating with parents. The genesis of these materials is in the 10 "clusters of capabilities," outlined in the paper, "A Common Body of Practice for Teachers: The Challenge of Public Law 94-142 to Teacher Education." These clusters form the proposed core of professional knowledge needed by teachers in the future. The module is to be used by teacher educators to reexamine and enhance their current practice in preparing classroom teachers to work competently and comfortably with children who have a wide range of individual needs. The module includes objectives, scales for assessing the degree to which the identified knowledge and practices are prevalent in an existing teacher education program, and self-assessment test items. Topics discussed in this module include a rationale for parent/teacher interaction, a mirror model of parental involvement, listening skills, conferencing skills, information-sharing strategies, and parent involvement groups. A bibliography and articles are included on parental involvement with the schools, and improving conferences with parents of exceptional children. (JD)
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC. Div. of Personnel Preparation.
Authoring Institution: Minnesota Univ., Minneapolis. National Support Systems Project.
Identifiers: Education for All Handicapped Children Act
Note: For other modules in this series, see ED 238 844 and SP 025 332-354. For the genesis of these modules, see ED 186 399. Reviewed by Richard Simpson and Martha Ziegler.