Parental involvement in education, such as parent-teacher communication, is important for promoting students' success (e.g., Jeynes, 2007). Parental involvement is especially important for students with exceptionalities who face greater challenges to their learning than their peers (Keen, 2007; Taylor, 2000). However, there is very little research on the subject. This study investigated the present state of parent-teacher communication regarding students with exceptionalities and compared it to communication regarding students without exceptionalities. It also examined the barriers to satisfactory parent-teacher communication and solutions for improvement. Family systems theory provided the framework for the research questions (Friend & Cook, 2013) and data analysis. Parents or primary caregivers of a student with an exceptionality (n = 199) or without an exceptionality (n = 423) completed the Parent-Teacher Communication Survey (PTCS). Results found parents and teachers of students with exceptionalities chose to communicate by text or email when communication was infrequent. However, the few parents that were in contact more than once a week tended to use written or face-to-face interactions. Parents of children with and without exceptionalities did not differ significantly in how often they communicated. However, parents of students with exceptionalities were more likely to discuss a variety of topics related to their child's performance in school (e.g., homework completion, peer relationships, classroom behaviour) and be less satisfied with their communication experiences. While some parents reported satisfactory parent-teacher communication experiences, many parents of children with and without exceptionalities struggled to obtain high quality, high frequency, two-way communication with teachers. This research provides an initial understanding of parents' perspectives on the current practices of parent-teacher communication (e.g., modes of communication, topics, frequency, barriers to satisfactory communication) that can inform educators, and other professionals who work with students with exceptionalities and their families, and enable all parties to evaluate and improve their own communication practices. Future research is needed to further our understanding of parents' and teachers' experiences communicating about students with exceptionalities, particularly explorations into teachers' perspectives and the effect of student age on parent-teacher communication.

abstract: Epilepsy is the most common chronic neurological condition in children and can have a significant negative impact on education. The current study aimed to examine factors that may influence the likelihood that a teacher will contact the parents of a student with epilepsy for information regarding the disorder and its impact within the school environment. Specific variables of interest included teacher knowledge about epilepsy and confidence when teaching at student with epilepsy, parent perceived knowledge about epilepsy, and parent socio-economic status. Variables were assessed through the previously developed Teacher Epilepsy Knowledge and Confidence Scales (TEKCS) as well as case vignettes. Overall findings suggest that teachers provided with a letter from a parent of a student with epilepsy are highly likely to contact the parent for more information regardless of the above mentioned factors. Additional supplemental analyses replicated previous findings indicating that special education teachers and teachers currently teaching a student with epilepsy possess more knowledge and confidence than general education teachers and those teachers who are not currently instructing a student with epilepsy. In addition, this study also examined the specific types of information teachers sought from parents. Study limitations, implications for practice, and future research directions are discussed. / Dissertation/Thesis / Ph.D. Educational Psychology 2013

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Hoy and Miskel (2008) and Weick (1976) conceptualize schools as organizational systems of which parents comprise part of the organization. Specifically, parent involvement includes such behaviors as assisting students with homework, participating in policy decisions, and providing feedback (Barge & Loges, 2003). Parent involvement is largely championed in K12 education and particularly in middle schools (e.g., Coalition of Essential Schools, 1993; Texas Education Agency, 1991). In fact, both parents and teachers value building positive parent-teacher relationships (Kalin & Steh, 2010) and may communicate regarding a variety of topics including student academic performance, classroom behavior, preparation, hostile peer interactions, and health (Thompson & Mazer, 2012). However, while parents and teachers report valuing positive parent-teacher interactions, Lasky (2000) found that “teachers and parents sometimes felt confused, powerless, and misunderstood as a result of their interactions” (p. 857). One specific type of parent-teacher communication that may lead to dissatisfying interactions is parent expressed educational dissent (PED). Similar to organizations and workplaces that do not value dissent as a feedback process increasing democratic discourse in the system, schools may actively attempt to avoid potentially negative or conflict-inducing communication such as dissent (Ehman, 1995). Scholars (e.g., Davies, 1987; Fine, 1993; Sarason, 1995) note the importance of dissent and parent involvement in education systems, and case studies espouse positive changes within education systems as a result of parental dissent (e.g., Ehman, 1997). In order to better understand PED, this dissertation project seeks to (a) examine why parents express dissent in educational systems, (b) identify how parents express dissent in educational systems, and (c) measure how PED affects members of the educational system. To accomplish these goals, the author conducted a series of focus groups with teachers and parents, developed a measure of PED, and disseminated a survey to both parents and teachers assessing the antecedents and possible outcomes affected by PED. The findings of this research aim to improve organizational communication within middle school education systems such that schools may develop prosocial strategies for (re)framing and addressing PED.

abstract: Families and schools share the monumental responsibility of educating children. Children and parent-teacher conferences remain the primary means by which parents and teachers share academic information. Given the limited effectiveness of these conferences, a more compelling alternative for home-school collaboration on academic matters is warranted. The purpose of this action research study was to examine an alternative approach to parent-teacher conferences, Academic Parent Teacher Teams (APTT). APTT is a classroom-based parent involvement model composed of three 75-minute parent-teacher team meetings and an individual 30-minute parent-teacher session. Team meetings are highly structured and include six components: personally inviting parents by the teacher; sharing whole-class and individual student data; setting 60-day academic goals; coaching parents in `teaching' skills; distributing take-home practice materials; and networking. Quantitative data included pre- and post-intervention parent surveys, and pre- and post-intervention student scores on high frequency words and oral reading fluency. Qualitative data included field notes from APTT meetings, pre- and post-intervention teacher reflections, and teacher, parent, and student interviews. Findings from this study supported previous research that suggested most parents have high aspirations for their children's academic success. Findings also indicated parents understood their involvement was important to support academic growth. Increased quality and quantity of parent-teacher communication and interaction improved parents' ability to support student learning at home. Parents increased involvement in children's academics was related to teachers' provision of detailed information and training of parents. Qualitative results showed parents' teaching efforts contributed to students' improvement in reading. To understand this outcome, effectual congruence (EC) was offered as an explanation. EC occurred when parents and teachers agreed on an action plan for student achievement, when there was a mutual commitment to taking specific actions and when each person's role was clearly defined and implemented. EC became the process that supported achievement growth. These results demonstrated that relationships between parents and teachers are complex. Further, when teachers and parents were fully invested in collaboration it produced powerful results for students. This study provided critical information for parents, teachers, administrators and policy makers attempting to implement more effective parent involvement initiatives. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2011

With just a click of a button, individuals from across the world can communicate and share information with ease and efficiency through the internet. Employing similar technology, schools are implementing student information systems with a parent portal component to provide parents, students, teachers and guidance counselors with anytime, real-time avenues of communication regarding attendance, grades and standardized test scores in an effort to increase parental involvement and student achievement. Schools must collect and review data to make sound decisions to guide practice (Mann & Shakeshaft, 2003). Therefore, utilization of parent portals should be evaluated along with the strategies employed to increase parental use. This study is an investigation of the perceptions of high school teachers and guidance counselors on the impact of a parent portal on parental involvement and strategies used to increase parental use. Through descriptive and inferential analyses of survey data, key findings were revealed. Overall, guidance counselors perceived the impact of the parent portal to be positive and indicated more strategies were used in their schools differing from the teachers' perception. However, both indicated a need to partner with the community to improve parental use of the parent portal.  Publishing an annual user guide on the parent portal for all stakeholders (teachers, guidance counselors, administrators, students, parents and the community) was one major implication. Centralizing information distributed regarding the parent portal will strengthen the overall intent of the program and the division's goal of providing opportunities for all to actively engage in student achievement (Longfellow, 2004). / Ed. D.

The purpose of this study was to gain an understanding of parents’ and teachers’ perceptions of parent-teacher communication, its purpose and how it is implemented in resource-constrained school settings. I employed a collective case study design involving four cases, namely parents of Grade 3 learners, parents of Grade 6 learners, Grade 3 teachers and Grade 6 teachers. I followed a qualitative research approach in order to gain rich, contextual information that portrays the perceptions of the participants. I identified three primary schools to participate by combining purposeful and convenience sampling strategies, and purposefully selected 11 teachers and eight parents as participants. Eight semi-structured interviews and two focus group discussions were conducted to collect data. In addition, I relied on observation, field notes and a research diary. Following inductive thematic data analysis, I identified the following themes: general modes of parent-teacher communication, purposes of parent-teacher communication, role-players and their expectations, factors negatively impacting parent-teacher communication, and strategies to move towards effective parent-teacher communication. Findings of the study indicate that the participating schools utilised written communication, telephone contact and meetings in person to exchange information with parents, in support of learners’ performance. Children, School Management Teams and the Department of Basic Education were identified as additional important role-players in communication. However, the attitudes, behaviours and preferences of teachers and parents as well as resource-constrained contexts can negativity influence parent-teacher communication. On the other hand, more effective use of technology, the creation of more opportunities for open dialogue and the commitment of all role-players can potentially enhance regular two-way communication between parents and teachers. / Dissertation (MEd)--University of Pretoria, 2017. / Educational Psychology / MEd / Unrestricted

Parent engagement in education benefits a child academically and socially, regardless of a family's socioeconomic status. It is critical for school personnel to use effective outreach approaches to engage and support families in their children's learning. The purpose of this qualitative bounded single case study was to explore parent and school personnel perspectives of school engagement in preschool and kindergarten programs in an urban, midwestern Title 1 PK-5 school. The research questions focused on participants' definitions of parent engagement, parental motivation to participate in a child's learning, and the factors that may deter parental engagement. Hoover-Dempsey and Sandler's model of parent involvement and Bronfenbrenner's bioecological systems theory framed this study. A purposeful sample of 14 parents and 5 teachers of 4-year-old kindergarten and kindergarten students and 1 principal, volunteered and participated in semi-structured interviews. Interview data were analyzed thematically using open and thematic coding strategies. Participants defined engagement as meeting a child's basic needs, supporting learning at home and school, participating in school-based activities, and home-school communication. Findings indicated that parent capacity to support learning, school climate, and the value of education are key to a child's academic and social future, volunteerism, and home-school communication. Recommendations for action include administrative formation of a parent engagement committee to create a comprehensive parent involvement policy to ensure that parent engagement efforts address the needs and interests of families. These endeavors may contribute to positive social change when administrators provide strategies and shared leadership among school personnel and parents to increase parent engagement in student learning.

Families from all over the world come to the United States for a new beginning. More often than not, these families speak little or no English. A challenge that teachers face every day is trying to communicate with children and their families who speak little or no English. Following a review of the various forms of communication and types of parental involvement, a survey was created. This survey was completed by elementary teachers in a local lower socioeconomic area elementary school with a high mobility rates and high levels of English Language Learner (ELL) students. The results of this study will offer the most effective ways teachers can openly communicate with families who speak little or no English. The results suggest that although vital, communication between the parents of ELL students and the teacher varies from teacher to teacher. Additionally, having resources available to teachers at the school and using the resources available allows parents and teachers to communicate effectively.