To answer the need for better communication between elementary school parents and teachers, this book begins with a theoretical and philosophical framework and reviews the research and current thinking about the need for and value of partnerships between home and school. The book also considers some special needs of parents in today's increasingly…

Information about children's behavior in preschool and about the preschool program interests parents and provides them with useful information. Preschool teachers should make every effort to share their knowledge with parents whenever possible. How to communicate various types of information presents a major difficulty for teachers. Some…

This paper explores the origins of tensions between families and schools and argues that one must learn to distinguish between positive and negative forms of dissonance. In addition, it looks at the special role of women as central figures in the socialization process. (Author/AM)

Mainstreaming handicapped children is becoming standard educational practice. However, involving parents of handicapped and non-handicapped children in a mainstreaming program requires special efforts on the part of the teacher. Suggests some guidelines for building attitudes of parents and for learning about other parent-involvement programs and…

New kinds of productive liaison" are developing between parents and school professionals, based on mutual respect and shared understandings. (Editor)

Emphasizes the importance of promoting children's good health and proper posture through encouragement and the efforts of parents, physical education teachers, and classroom instructors. Outlines precise roles and responsibilities of each in improving children's posture. (DMM)

Presents guidelines for school district personnel, school principals, and teachers who want to build and sustain an alliance with the parents of children in their schools. (Author/RH)

Discusses how teachers can effectively begin and lead discussion groups for parents of young children. Needs for and characteristics of parent guidance groups are indicated, aspects of the role of the group leader are specified, and ways to begin a parent guidance group are suggested. In conclusion, common concerns of parents are described.…

Solutions to the problems of urban pupils require nonacademic and humanistic strategies. Hobbs' concept of the ecosystem of the child and community education suggests interesting ways of combining the efforts of school, family, and community. (Author/GC)

Though families still provide the primary function of early socialization, problems may arise when values and methods used by schools and teachers conflict with those of the parent or exclude the parent. Discontinuities between family and school emerge because of the differences in their function and purpose. (JN)

Provides information enabling teachers to support children and families during divorce. Research and theory concerning the effects of divorce on children, parenting through divorce, and the role of the school are summarized. Practical suggestions for the teacher are presented, and relevant books for children, teachers, and parents are identified.…

Guidelines for managing the child with asthma in educational settings address effects of asthma on academic performance, psychosocial effects, the need for collaboration with parents and medical personnel, common triggers of asthmatic episodes, symptoms, communication with parents, and resources. A sample asthma care plan is attached. (DB)

Describes how Rosemary Wells's new books about "Edward Unready" explain children and readiness; explores the problems with her message, and suggests new endings that are more supportive of all children. Asserts that variability in development should not be mistaken for deficit, and recommends changing the focus from judging children to…

Notes that two roles teachers assume that often cause tension and hard feelings are those of family therapist and parent expert. Discusses how teachers share in children's development, how to recognize emotional or difficult situations with parents, and how teachers can help parents find the help they need without adopting those helping roles…

Teachers working with parents of young children with learning difficulties must build relationships acknowledging parent expertise and form a cohesive approach to help the child learn. Individual education plans should reflect priorities and opinions of parents and specialists and recognize the value of nurturing interactions within families. (SK)