Ng, Shun Wing Nat
No description available.
Mager, Gerald Martin.
No description available.
An exploration of some ways to work with parents to expand the usefulness of the teacher-parent relationshipJones, Dorothy Heisinger 01 January 1963 (has links)
World events of the past few years have cast a shadow of doubt over the ability of the American school, as an agent of a democratic society, to fulfill its dual role of social and academic development. Critics of American education have pointed to social inequalities, economic pressures , technological demands, and many other areas as possible causes for the so-called malfunction of American educational institutions. The world of adult endeavor asks the American college for tremendous increases in student preparation. The college is forced to step up its demands upon the high school, which in turn demands more of the elementary school. Finally the sequence of educational and societal demands ends with the first grade teacher looking at a six-year-old child. On one hand the pressures of society and the educational system threaten her. On the other hand the needs of individual children demand from her far more than just the teaching of academic skills . These forces are in opposition. Should these two entities, the societal demands and child needs, be further reduced before they can be reconciled, or must the teacher of young children reach out for a new dimension in teaching techniques? It is not advisable to permit the rest of human endeavor to race ahead while early childhood education does nothing to keep up. It is unreasonable to presume that old mistakes may, by some educational transmutation, produce new perfect ones. This study seeks, through action research, to find ways to improve early childhood education through study of the teacher-parent relationship.
Lotze, Timothy D.
(has links) (PDF)
Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.
Hodge, Minh-Anh Thi.
Thesis (Ed. D.)--University of Washington, 1999. / Vita. Includes bibliographical references (leaves 128-135).
The relationship of parent membership on Title I advisory councils to parent perceptions of the permeability of schoolsMeehan, Patrick Michael. January 1980 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1980. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 115-119).
A case study of the interrelationships of student-faculty-parent involvement on formal decision making in schoolsBorland, Glenn F. January 1982 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1982. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 181-187).
Weaver, Judith S.
Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaf 73).
Glynn, John Anthony,
Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 170-182). Available also in a digital version from Dissertation Abstracts.
Examining teacher - parent relationships in high and low socioeconomic communities : teacher and parent reports of communication, mutual support and satisfactionNordby, Carla J. 11 1900 (has links)
My study examined whether and how the relationship between parent and teacher corresponds to the socioeconomic status (SES) of the family or to the achievement level of their child in reading and writing. Relationship was defined in terms of communication, perceptions of mutual support and reported levels of satisfaction. The constructs were assessed through questionnaires and interviews with seven parent-teacher dyads. Each dyad represented a unique profile of student achievement (high or low), SES of the family (high or low), and parental involvement (high or minimal). Successful relationships were characterized as having clear communication, perceptions of helpful mutual support, and high levels of success. No clear patterns in the success of the relationships emerged from examination of the SES or achievement of the children; however, successful relationships were aligned with the teachers' ratings of parental involvement. Teachers included newsletters and log book messages in their methods of communicating with parents, while parents considered only two-way interactions as communicating with their child's teacher. Teachers in higher SES schools reported giving suggestions to parents to assist their children but the parents did not report hearing the suggestions; however, teachers in lower SES schools did not report giving suggestions to parents but parents reported hearing the suggestions. Home literacy activities varied across families in high versus low SES schools. Parents in higher SES schools reported a broader range of activities in their home that supported their children's literacy acquisition than their lower SES counterparts. Activities reported by low SES families were more task oriented while activities reported by higher SES families were more entertainment oriented and corresponded better with school activities.
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