ERIC Number: ED338597
Record Type: Non-Journal
Publication Date: 1991
Reference Count: N/A
Parent/Teacher Conferencing: A Three Year Study To Enrich Communication.
Seldin, Clement A.
Although much is written about the importance of parent/teacher communication with emphasis on the significant impact of parent/teacher conferences, teachers report a lack of formal training. Neither institutions of higher education nor the public schools appear to provide clear policy and procedure for parent/teacher conferences. Thus, teachers are ill-prepared to organize and manage the conference to ensure maximum effectiveness. Yet, teachers perceive the conference as an instrumental factor in the public school. This 3-year study began with the development of "Interactive Conferencing," a model designed for successful parent/teacher conferencing in the elementary school. Researchers then created a workshop presentation of this model which was presented to 526 elementary school teachers representing 28 schools. Workshops were scheduled 2-4 weeks prior to parent/teacher conferences. Teachers completed a survey to assess prior training in parent/teacher conferencing and teacher beliefs about the importance of this parent/teacher interaction. Basic demographic information was also obtained. From this group, 388 teachers implemented the conferencing model and returned a second survey to assess the usefulness of the model and the perceived impact of "Interactive Conferencing" on parent/teacher conferences. Teachers found the model to be exceptionally helpful because it provided the tools needed to improve significantly the overall quality of the parent/teacher conference. (AMH)
Publication Type: Reports - General
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts; New Hampshire; Vermont