ERIC Number: ED362271
Record Type: Non-Journal
Publication Date: 1993-Mar
Reference Count: N/A
Parent Involvement: The Relationship between School-to-Home Communication and Parents' Perceptions and Beliefs. Report No. 15.
Ames, Carol; And Others
This study, part of a larger longitudinal study on school-to-home communications and parent involvement, examined the relationship between teachers' school-to-home communications and parental perceptions and beliefs, parental involvement, and children's motivation-related outcomes. The teacher sample included 14 second-grade and 11 fourth-grade teachers who volunteered to engage in three categories of school-to-home communications: (1) provide parents with information about classroom work and practices, (2) provide parents with information about their own child's work and progress, and (3) provide parents with assistance in working with their child on schoolwork at home. The children in these teachers' classrooms made up the child sample, and the parent sample consisted of parents of all children in each classroom. The findings of the study suggest that the frequency and content of school-to-home communications are important. When these communications contain information that may influence parents' perceptions of their child as a learner, when they give parents a sense of efficacy, and when they make the parent feel comfortable with the school, parent involvement may be enhanced. (Author)
Descriptors: Communication Skills, Elementary Education, Parent Attitudes, Parent Participation, Parent School Relationship, Parent Teacher Cooperation, Student Motivation
Publications, Center on Families, Communities, Schools & Children's Learning, Johns Hopkins University, 3505 N. Charles St., Baltimore, MD 21218 ($6).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center on Families, Communities, Schools, and Children's Learning.; Illinois Univ., Urbana. Coll. of Education.