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ERIC Number: ED292941
Record Type: RIE
Publication Date: 1987-Dec
Pages: 4
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teacher, Principal, and Parent Involvement In the Effective School. ERIC/CUE Digest Number 38.
Wells, Amy Stuart
The roles and conduct of teachers and principals have emerged as good indicators of effective schools. Research is presently being conducted on parent involvement and its effect on student learning. Good teacher-student interaction is crucial to effective learning. Teachers must have high expectations for students. Their techniques for transferring knowledge must be efficient and thorough. If used properly, methods such as mastery learning can improve achievement. Principals of effective schools must have high expectations for students. Strong instructional leadership techniques will make it clear that learning is the focus of the school. A positive school climate can be maintained if administrators are supportive of teacher needs and institute a joint decision-making process. While teachers and principals are responsible for developing strong ties between school and home, parents can try to maintain a positive home environment which is conducive to academic achievement. The important home factors include the following: (1) work habits and daily schedule of the family; (2) available parental guidance, support, and assistance for the child's school and homework; (3) intellectual stimulation; (4) language development; and (5) parents' academic aspirations and expectations. More research is needed to know if effective school techniques are applicable to all students at all grade levels. (VM)
Publication Type: ERIC Publications
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Urban Education, New York, NY.