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ERIC Number: ED255289
Record Type: RIE
Publication Date: 1984-Dec
Pages: 56
Abstractor: N/A
Reference Count: 0
Teacher/Parent Partnerships: Guidelines and Strategies for Training Teachers in Parent Involvement Skills.
Williams, David L.; Chavkin, Nancy Feyl
This document highlights the development of guidelines and strategies for teaching preservice and inservice elementary school educators about parent involvement. Based on previous Parent Involvement in Education Project research and on input from experts and professionals actively engaged in teacher education and/or parent involvement, strategies are divided into two areas: (1) guidelines and strategies for training teachers about parent involvement in children's learning, and (2) guidelines and strategies for training teachers about parent involvement in shared decision making. Each set of guidelines takes account of knowledge, understanding, and skills and includes related strategies for preservice and inservice training. The personal framework, the practical framework, and the conceptual framework are identified as three essential components of the ideal teacher training program. Assumptions essential to guideline and strategy development are discussed, and definitions of terms are provided. Guidelines and strategies are designed to be used in a range of teacher training situations but are not seen as a prescriptive plan. Rather, they can be used as a framework for planning courses, modules, seminars, or workshops on parent involvement as well as for developing training materials. (Charts of the strategies and an extensive list of selected resources and references are included.) (AS)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Administrators; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Southwest Educational Development Lab., Austin, TX.
Identifiers: Conceptual Frameworks; Parent Involvement In Education Project; Texas
Note: For related documents, see ED 225 681-682, ED 245 368-369, ED 253 327, and ED 254 509.