Addresses typical questions raised by parents regarding early childhood education. References are provided for parents who want further information. (AS)

A case of home visiting in one school to increase the involvement of parents of five- to eight-year-olds in the teaching of reading is reported. Three kinds of visit are identified: preliminary, consultative, and special visits. The function of visiting is discussed; implications for practice are explored. (Author/CH)

Indicates that parents, teachers, and concerned citizens must become involved in the decision-making process regarding public education. Recommends that (1) schools be decentralized to allow for more parent participation and teacher responsiveness, (2) schools of education be phased out, (3) parents and students get involved in educational…

Argues that, apart from the students themselves, clinicians and parents are the most important elements in determining the success or failure of the reading clinic. Discusses the unique strengths of each group. (FL)

Despite barriers such as apathy, lack of training, home problems, and demographic and ethnic factors, vocational and special educators need to involve parents in setting goals and determining strategies that will help handicapped adolescents become qualified workers. (SK)

Intended for the teacher of the gifted, the article contains questions designed to evaluate the public relations component of the gifted program. (SB)

Focuses on services, information, and practices which directly affect child rearing and provides guiding principles which can be used by those who work with parents. (MP)

Presents four questions from teachers regarding "classroom dilemmas" (such as seating assignments, requests for bathroom visits, and parent/teacher communication) with the responses by "Ms. Affirmation," a middle-school guidance counselor who collaborates with teachers to assist them in working with students. (SR)

Discusses how bulletin boards can include children's own work as well as items placed there by teachers and can serve as evidence of the real learning, including literacy learning, that children are doing. (BB)

Presents evidence that schools inconsistently tap the social, cultural, and linguistic resources of families, privileging specific groups. Argues that teachers need to examine their literacy practices and the ways these affect students. Offers a description of an Australian program to provide a framework for bridging home and school literacies.…

Discusses the benefits of parent participation and various ways to welcome and allow parents to participate in the Montessori experience without formal training sessions and formal lessons that generally intimidate adults and imply the superiority of the teacher. Topics discussed include parent volunteers, parent observation, collaborative…

Cites findings showing that involvement of children's most influential teachers--their parents--is vital to their achievement. Outlines practical ideas for parents and teachers to increase parental involvement in schools. (SK)

Points out the importance of parent involvement to school effectiveness. Discusses obstacles to parent involvement, particularly the attitudes of teachers and principals. Emphasizes the principal's role in facilitating communication among school, home, and community. (SV)

Three teachers describe how parents of deaf, severely disabled, and bilingual children participated in their children's learning. Qualitative research methods were used to help parents share their knowledge with teachers. (SK)

Offers a portrait of what the author hopes for in his children's teachers. Argues that many, if not most, parents want to work with teachers for the benefit of their children. (SR)