Offers five tips that teachers can use to improve their skills in communicating with parents. Discusses each tip and provides a scripted example emphasizing how each tip could be used in a parent-teacher conference. (MS)

Interviews educational psychologist Dr. Sylvia Rimm about underachievers and underachievement syndrome. Discusses how parents and teachers can best help underachievers; societal messages about underachieving; girls and underachieving; the role of reading in underachievement; and other such topics. (SR)

Offers guidelines designed to diminish many commonly held teacher fears about conferences with parents. Stresses planning, commonalities, climate, control, and conclusion. (FL)

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)

Bibliotherapy offers both teachers and parents a dynamic avenue for improving the LD student's self-concept and academic functioning. (Author/SJL)

Reviews research which clearly indicates that student achievement is maximized through parent involvement. Discusses obstacles to parent-teacher collaboration, and argues that teachers must critically examine their ways of perceiving parents and parent involvement so they can navigate beyond conditions that have limited teacher-parent…

Suggests 18 things teachers can do to develop stronger communication with parents, some of them using technology, in order to increase parental involvement. (SR)

While parents' active involvement in their child's growth experiences may seem a simple matter, the involvement process is found to be a highly challenging system of human interactions. Considers this concept from a developmental viewpoint as well as questions that both teachers and parents should examine as they analyze their feelings and…

Cites changes in classrooms and in parent and teacher attitudes needed to develop the parent/teacher cooperation and the affective climate necessary for optimal reading instruction. (SJL)

Author feels the need for parent-teacher groups will continue, since they are the means of communication between school and community. (SP)

Outlines a year-long approach to monitoring student progress and soliciting help from parents and pupil personnel staff when learning problems develop. (SJL)

Argues that traditional methods of involving low-income minority parents in their children's education have not worked. Suggests ways to improve parent-teacher communication, understanding, and cooperation in urban schools. (MM)

Suggests ways in which parents and teachers can work together to improve the reading development of children. Presents results from a survey which examined parents' knowledge and beliefs about reading, and indicated the need for more parent-teacher interaction. Recommends parents make a conscious effort to reinforce the school's reading program.…