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ERIC Number: ED383451
Record Type: RIE
Publication Date: 1995-Apr
Pages: 50
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teachers' School-to-Home Communications and Parent Involvement: The Role of Parent Perceptions and Beliefs. Report No. 28.
Ames, Carole; And Others
This study is part of a longitudinal project examining the relationship between parent involvement and specific types of teacher practices, namely school-to-home communications. The study sample included 35 elementary school teachers from 4 midwestern school districts in small cities and rural areas, and a control group of 34 teachers from different schools in the same district. An intervention program was designed to increase teachers' use of home-to-school communication practices, and targeted the frequency, content and structure of these communications. The study evaluated the teachers' use of home-to-school communications from both the teachers' and parents' perspectives and assessed parent involvement from the parents' and child's perspectives. The study found that parents' overall evaluation of the teacher, their sense of comfort with the school, and their reported level of involvement was higher when they received frequent and effective communications. Children's motivation, attitudes toward parent involvement, and perceptions of their parents' level of involvement were more positive when their parents received frequent communications from the teacher. The findings suggest that helping teachers develop a sense of efficacy for involving parents may be an important component in school-based initiatives that intend to encourage teachers to enact parent involvement programs. The findings also suggest that school-to-home communications seem to be related to the parents' level of comfort with the school and their perceptions of their child as a learner. Contains 31 references. (TJQ)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center on Families, Communities, Schools, and Children's Learning.; Michigan State Univ., East Lansing. Coll. of Education.