Discusses the importance of the two-way communication process in parent-teacher conferences and offers guidelines for effective parent-teacher interaction. (JG)

Home-school visits, as one part of a program of home-school-community relations, have three primary benefits: they familiarize parents and other members of the community with the school's program, they aid school staff members in understanding the socioeconomic and cultural backgrounds of their students, and they identify potential community…

Because traditional parent-teacher conferences exclude the student from the process, this model does little to facilitate dialogue between parent and child or to recognize the need for students to assume greater control of their academic progress. Student-led conferences are a positive alternative to the traditional middle level parent-teacher…

Decries the promotion of euphemism in teachers' communications with parents. States that true professionalism requires teachers to present problems with students in straightforward language. (MM)

The article presents a case in which parents sought advice about school placement for their 6-year-old daughter who had been having difficulty learning in the first grade. Quotes from each parent present their perceptions of the individualized education program (IEP) meeting. (SBH)

Presents two hypothetical dialogues, one intended to illustrate some of the problems parents encounter when they confer with teachers, the other to illustrate a successful parent teacher conference. (Author/SJL)

Suggestions are offered to teachers for strengthening the value of parent conferences. (MM)

Parents who present communication problems and ways teachers might work with them are described.

Twelve graduate students were trained (using written programed learning materials plus oral practice) in three categories of parent conference skills: (1) communicating diagnostic information, (2) communicating recommendations, and (3) organizing the conference and interacting with parents. Professionals and parents of developmentally delayed…

Suggestions are offered for resolving conflicts between parents of gifted students and educators. Specific guidelines are offered for both parents and educators to facilitate an effective conference. Additional guidelines consider conflict styles, problem solving, and the "caring confrontation" technique. (DB)

Presents tips to help teachers put parents at ease, involve them in student learning, and establish partnerships. The article describes how to send invitations, determine goals, prepare agendas, plan questions, create appropriate settings, conduct conferences, and follow up afterwards. Cautions and considerations are noted. (SM)

Explains the why and how of active child participation in parent-teacher talks, as well as the advantages and disadvantages of the three-way conference. (SDH)

Student teachers are provided with guidelines for preparing, conducting, and following up parent-teacher conferences. Conference preparation is viewed as essential. A list of eight general objectives for planning conference activities is provided. Subsequent discussion focuses on scheduling and the atmosphere for the conference. Communication…

Analysis of communication preferences indicated by 632 parents and teachers of emotionally disturbed students indicated that their preferences differed at .05 level of significance on 10 of the 20 most common types of communication. Priority rankings of preferences from highest to lowest for both groups were also reported. (Author/CL)

Although time does not permit in-depth interaction with all parents, educators should work with parents of "target" children for whom ongoing communications may be the difference between success and failure. Contacting these parents early in students' school life and school year will help tackle problems before they escalate. (MLH)