ERIC Number: ED222487
Record Type: RIE
Publication Date: 1982
Reference Count: 0
Parent-Teacher Conferencing. What Research Says to the Teacher.
Rotter, Joseph C.; Robinson, Edward H., III
Effective parent-teacher conferences have the potential to be the single most educationally valuable event for the student during the school year. With increased parental involvement in the day-to-day operation of the schools and greater parental awareness of the educational process, it becomes apparent that educators need to be prepared to respond to renewed parental interest in the education of their children. From both an ethical and a legal perspective, communication between parents and teachers is imperative. However, inappropriate procedures and inadequate skills and knowledge can create greater problems than may have existed before the meeting. This publication is intended to help teachers to improve their parent-teacher conferencing skills. First, it examines the historical background and research relating to parent-teacher conferences. Then, it suggests effective ways for teachers to improve their communication skills with parents and to involve parents in the educational, personal, and social development of their children. The core elements of effective conferencing--listening, perceiving, attending, responding, and initiating--are identified and discussed. A list of 78 references is appended. (JD)
Descriptors: Communication Apprehension, Communication Skills, Educational Research, Elementary Secondary Education, Interpersonal Communication, Interpersonal Competence, Parent Participation, Parent Teacher Conferences, Parent Teacher Cooperation, Teacher Effectiveness
National Education Association Professional Library, P. O. Box 509, West Haven, CT 06516 (Stock No. 1057-4-00; $2.00).
Publication Type: Guides - Non-Classroom; Information Analyses
Education Level: N/A
Authoring Institution: National Education Association, Washington, DC.