Study of Parent-Teacher Interactions of Improving Student Achievement
DOI:
https://doi.org/10.54691/bcpssh.v17i.641Keywords:
Complaint, discourse analysis, sequence organization, pragmatics, television dramaAbstract
Nowadays, more and more families focus on the development of children. A very important measure of this is the child's academic development, so parents look for ways to improve their child's academic performance. Research and practice show that effective home-school cooperation plays an important role in children's development, and home-school cooperation has been carried out and implemented in some developed countries. The purpose of my research is to find out the impact of home-school cooperation on parents, teachers and student, factors that affecting home-school cooperation and how to carry out effective home-school cooperation. I have found that home-school cooperation has a positive effect on student development, and parental involvement affects teachers' work. In addition, the quality of home-school cooperation is affected by many factors.
Downloads
References
Avvisati, F., Gurgand, M., Guyon, N. and Maurin, E., 2014. Getting parents involved: A field experiment in deprived schools. Review of Economic Studies, 81(1), pp.57-83. DOI: https://doi.org/10.1093/restud/rdt027
Benn, R., Akiva, T., Arel, S. and Roeser, R.W., 2012. Mindfulness training effects for parents and educators of children with special needs. Developmental psychology, 48(5), p.1476. DOI: https://doi.org/10.1037/a0027537
Bergman, P., 2015. Parent-child information frictions and human capital investment: Evidence from a field experiment. DOI: https://doi.org/10.2139/ssrn.2622034
Islam, A., 2019. Parent–teacher meetings and student outcomes: Evidence from a developing country. European Economic Review, 111, pp.273-304. DOI: https://doi.org/10.1016/j.euroecorev.2018.09.008
Kim, B., Jee, S., Lee, J., An, S. and Lee, S.M., 2018. Relationships between social support and student burnout: A meta‐analytic approach. Stress and Health, 34(1), pp.127-134.
Kraft, M.A. and Dougherty, S.M., 2013. The effect of teacher–family communication on student engagement: Evidence from a randomized field experiment. Journal of Research on Educational Effectiveness, 6(3), pp.199-222. DOI: https://doi.org/10.1080/19345747.2012.743636
Kraft, M.A. and Monti-Nussbaum, M., 2017. Can schools enable parents to prevent summer learning loss? A text messaging field experiment to promote literacy skills. The ANNALS of the American Academy of Political and Social Science, 674(1), pp.85-112. DOI: https://doi.org/10.1177/0002716217732009
Kraft, M.A. and Rogers, T., 2015. The underutilized potential of teacher-to-parent communication: Evidence from a field experiment. Economics of Education Review, 47, pp.49-63. DOI: https://doi.org/10.1016/j.econedurev.2015.04.001
Li, G., Lin, M., Liu, C., Johnson, A., Li, Y. and Loyalka, P., 2019. The prevalence of parent-teacher interaction in developing countries and its effect on student outcomes. Teaching and Teacher Education, 86, p.102878. DOI: https://doi.org/10.1016/j.tate.2019.102878
Sheridan, S.M., Knoche, L.L., Boise, C.E., Moen, A.L., Lester, H., Edwards, C.P., Schumacher, R. and Cheng, K., 2019. Supporting preschool children with developmental concerns: Effects of the Getting Ready intervention on school-based social competencies and relationships. Early Childhood Research Quarterly, 48, pp.303-316. DOI: https://doi.org/10.1016/j.ecresq.2019.03.008
Agostinelli, F., Doepke, M., Sorrenti, G. and Zilibotti, F., 2022. When the great equalizer shuts down: Schools, peers, and parents in pandemic times. Journal of public economics, 206, p.104574. DOI: https://doi.org/10.1016/j.jpubeco.2021.104574
ARAS, S., SAHIN, F., YILMAZ, A. and ULKER, A., 2021. A Common Language among Child, School and Parents: The Use of Pedagogical Documentation in the Parent Involvement Process. DOI: https://doi.org/10.14689/enad.27.14
Bergman, P., Dudovitz, R.N., Dosanjh, K.K. and Wong, M.D., 2019. Engaging parents to prevent adolescent substance use: A randomized controlled trial. American journal of public health, 109(10), pp.1455-1461. DOI: https://doi.org/10.2105/AJPH.2019.305240
Canfield, C.F., Seery, A., Weisleder, A., Workman, C., Cates, C.B., Roby, E., Payne, R., Levine, S., Mogilner, L., Dreyer, B. and Mendelsohn, A., 2020. Encouraging parent–child book sharing: potential additive benefits of literacy promotion in health care and the community. Early Childhood Research Quarterly, 50, pp.221-229. DOI: https://doi.org/10.1016/j.ecresq.2018.11.002
Catchpole, R., Young, A., Baer, S. and Salih, T., 2019. Examining a novel, parent child interaction therapy-informed, behavioral treatment of selective mutism. Journal of anxiety disorders, 66, p.102112. DOI: https://doi.org/10.1016/j.janxdis.2019.102112
Chaplin, T.M., Turpyn, C.C., Fischer, S., Martelli, A.M., Ross, C.E., Leichtweis, R.N., Miller, A.B. and Sinha, R., 2021. Parenting-focused mindfulness intervention reduces stress and improves parenting in highly stressed mothers of adolescents. Mindfulness, 12(2), pp.450-462. DOI: https://doi.org/10.1007/s12671-018-1026-9
Goldin, S., Khasnabis, D., O’Connor, C. and Hearn, K., 2021. Tangling with race and racism in teacher education: Designs for counterstory-based parent teacher conferences. Urban Education, 56(9), pp.1399-1428. DOI: https://doi.org/10.1177/0042085919894042
Houri, A.K., Thayer, A.J. and Cook, C.R., 2019. Targeting parent trust to enhance engagement in a school–home communication system: A double-blind experiment of a parental wise feedback intervention. School Psychology, 34(4), p.421. DOI: https://doi.org/10.1037/spq0000318
Kim, B., Jee, S., Lee, J., An, S. and Lee, S.M., 2018. Relationships between social support and student burnout: A meta‐analytic approach. Stress and Health, 34(1), pp.127-134. DOI: https://doi.org/10.1002/smi.2771
Lawal, A., 2021. How Teachers Can Communicate Effectively with Parents Who Speak a Different Language. International Journal of Linguistics, Literature and Translation, 4(9), pp.166-178. DOI: https://doi.org/10.32996/ijllt.2021.4.9.17
McCarthy, R., Mukherjee, R.A., Fleming, K.M., Green, J., Clayton‐Smith, J., Price, A.D., Allely, C.S. and Cook, P.A., 2021. Prevalence of fetal alcohol spectrum disorder in Greater Manchester, UK: An active case ascertainment study. Alcoholism: Clinical and Experimental Research, 45(11), pp.2271-2281. DOI: https://doi.org/10.1111/acer.14705
ÖzkanYıldız, F. and Yılmaz, A., 2021. Parent-teacher communication and parental expectations in the assessment process in Turkish preschool settings. Education 3-13, 49(6), pp.761-775. DOI: https://doi.org/10.1080/03004279.2020.1861049
Palmer, M., Tarver, J., Carter Leno, V., Paris Perez, J., Frayne, M., Slonims, V., Pickles, A., Scott, S., Charman, T. and Simonoff, E., 2022. Parent, Teacher and Observational Reports of Emotional and Behavioral Problems in Young Autistic Children. Journal of Autism and Developmental Disorders, pp.1-14. DOI: https://doi.org/10.1007/s10803-021-05421-x
Ruble, L., McGrew, J.H., Wong, V., Adams, M. and Yu, Y., 2019. A preliminary study of parent activation, parent-teacher alliance, transition planning quality, and IEP and postsecondary goal attainment of students with ASD. Journal of autism and developmental disorders, 49(8), pp.3231-3243. DOI: https://doi.org/10.1007/s10803-019-04047-4
Seghers, M., Boone, S. and Van Avermaet, P., 2021. Classed patterns in the course and outcome of parent-teacher interactions regarding educational decision-making. Educational Review, 73(4), pp.417-435. DOI: https://doi.org/10.1080/00131911.2019.1662771
Selda, A.R.A.S., SAHIN, F., YILMAZ, A. and ULKER, A., A Common Language among Child, School and Parents: The Use of Pedagogical Documentation in the Parent Involvement Process. EğitimdeNitelAraştırmalarDergisi, (27), pp.298-318.
Setyastuti, Y., Suminar, J.R., Hadisiwi, P. and Zubair, F., 2021. Schooling from home: millennial moms family communication and media uses in COVID-19. JurnalStudiKomunikasi, 5(3), pp.709-728. DOI: https://doi.org/10.25139/jsk.v5i3.3844
Smythe-Leistico, K. and Page, L.C., 2018. Connect-text: Leveraging text-message communication to mitigate chronic absenteeism and improve parental engagement in the earliest years of schooling. Journal of Education for Students Placed at Risk (JESPAR), 23(1-2), pp.139-152. DOI: https://doi.org/10.1080/10824669.2018.1434658
Thompson, M., Owho-Ovuakporie, K., Robinson, K., Kim, Y.J., Slama, R. and Reich, J., 2019. Teacher Moments: A digital simulation for preservice teachers to approximate parent–teacher conversations. Journal of Digital Learning in Teacher Education, 35(3), pp.144-164. DOI: https://doi.org/10.1080/21532974.2019.1587727
Mahesh, V., & McIsaac, M. S. (1999). Distance Education: Learner-Teacher Interaction and Time Spent by Teaching.
Downloads
Published
Issue
Section
