When educators seek ways to connect with families and communities, they typically begin by looking outward. They attend to the barriers, challenges, and conditions that exist out there--families living in poverty, differing levels of parental education, and discrepant access to resources. Pushor proposes that educators begin instead by looking…

Reports on a study of parent-teacher interaction, in which discussions and conferences between parents and teacher centered around literacy artifacts that children produced in school and at home. Suggests that the creation of home portfolios may provide a starting point for teachers and parents to discuss children's developing literacy. (TB)

One of the most important elements in arranging an optimal learning environment for young children is helping parents become partners in their children's learning. To promote this partnership teachers must keep parents informed about the program and their children's progress within it. Such exchanges can be accomplished in a variety of ways,…

Explores commonalities and differences between the Reggio Emilia approach and the developmentally appropriate approach. Points to differences in eight areas: (1) scheduling; (2) grouping children for activities; (3) planning; (4) teacher attitudes; (5) products of work and play; (7) parent conferences; and (8) continuity. (BGC)

This tongue-in-cheek article gives examples of ways in which educators give lip service to such principles as recognizing the rights of parents and valuing parent contributions but actually still try to avoid significant parent impact on their own work with students. (DB)

Notes that fathers are becoming more involved in the education of their children. Offers suggestions for conducting a successful conference with fathers. (FL)

Argues that a parent-teacher partnership can provide children with the most positive educational experience possible. Lists ways teachers can communicate with parents, including welcome notes, parent seminars, school newsletters, curriculum calendars, telephone contact, and home visits. (DMM)

This article, reprinted from "PTA Magazine," January 1978, suggests ways that parents can help teachers by monitoring homework, by working cooperatively to solve problems, and by being supportive of the teacher and the school. (SJL)

A rationale is offered for parent involvement in seeking solutions to the problems faced by middle school students; and for inclusion, in the middle school courses of preservice teachers, of instruction on parent/teacher conferences. Specific suggestions for conducting positive parent-teacher conferences, are offered, with emphasis on proper…

The parent-teacher conference offers an opportunity to improve communication between home and school. In addition, it is an ideal time for discussing how the home environment can compliment and reinforce the work accomplished at school. Thus, when parents ask what they can do at home to help, the teacher can respond with specific suggestions for…

Drastic social problems challenge teachers looking to increase parental involvement in schools. Traditional strategies to involve parents, such as inviting parents to meetings and school events, do not promote genuine interaction between home and school. Instead, they separate parents and teachers. Two-way communication between home and school is…

Students should be welcomed as active participants in parent-teacher conferences, facilitating their conferences and sharing their academic progress with their parents and teachers. Concerned with the shortcomings of the traditional conference model, faculty at a Kansas City, Missouri, middle school developed a student-led conference model…