Parents want to know what their children are doing in school; how well they are doing, and how they, as parents, can help. This article is reprinted from PTA Today, September, 1978. (Author/SJL)

Presents ideas for teachers who want to get parents involved: start reaching out to parents before school starts; make written contact with parents and students before school begins; follow up with a phone call inviting their participation; communicate expectations; show commitment all year; and walk in a parent's shoes. (SM)

Explores the complexities of making teachers' work more visible to mothers of kindergartners, through focusing on one day's events as seen by their teacher and a university professor. Considers teachers' fear that parents will witness their mistakes and teachers' wish to maintain dominance over parents in the educational hierarchy. (KB)

States that the influence of the home environment on children's learning has long been recognized as significant. Presents some exemplary programs and guiding principles that teachers can share with parents to promote their children's literacy. Lists 10 simple reading-writing activities that could be shared with parents at an open house or…

A more effective partnership for the advocacy of integrated educational options can be formed when parents and professionals work in concert. Eleven strategies for securing integrated options are offered, including working with the media, working within other advocacy organizations, influencing others in the school system, and consulting with…

Follow Through, a Head Start transitional model serving low-SES children, requires active home-school collaboration. This study, which examines methods used by Follow Through teachers to contact families, shows that positive attitudes may not translate into innovative communication practices. Two-way methods were used primarily for high-ability…

Offers research-based suggestions for strengthening home-school partnerships, with emphasis on the significance of communication. The article discusses qualities of the teacher-leader, five types of parent involvement, and dialog development; it includes a checklist for an effective parent-school partnership. (SM)

Presents ideas from three early childhood professionals regarding the practitioner's role when a parent denies their child's special needs. Includes suggestions for validating parents' feelings, using a screening tool to identify their child's level of development, referring parents to local agencies, maintaining extensive anecdotal records for…

Discusses the changing roles of early childhood educators to include collaborations with parents and families. Considers factors affecting this change in educational practice. Examines new tasks and roles for educators, and offers suggestions to early childhood educators for adapting to collaborative roles when preparation programs are not…

Discusses the characteristics of shy and withdrawn children, and offers parents and educators techniques to identify and overcome these phenomena in young children. Notes that parents and educators should be aware that excessive shyness can be a symptom of autism or emotional problems. (MDM)

Describes the skills needed by teachers to work effectively with parents. Explains the use of active listening, "I" messages, correct diagnosis of problems, and synergistic problem-solving. Asserts that as these tools become part of a teacher's repertoire of skills, they begin to feel natural and teachers become proficient and…

Shyness is a general term used for behavior that has several different bases. Ten to fifteen percent of children are born with predisposition to shyness. There are two main types of shy children: those who are temperamentally shy from birth, which is evident by their second birthdays, and those who don't become shy from birth until a few years…

Discusses a program for improving parent-teacher communication by means of advocate teachers who observe a small group of children and conduct conferences with their parents. Describes the implementation of this program in one nursery school, including program evaluations and parent satisfaction. (JPB)

This phenomenological study investigated the perceptions of three teachers, four parents, and three Section 504 coordinators regarding the development and implementation of the Section 504 process for children in middle schools who have attention deficit disorder, attention deficit hyperactive disorder, or central auditory processing disorder.…

Research provides insight into parent attributes that support partnerships with teachers. These attributes include warmth, sensitivity, nurturance, the ability to listen, consistency, positive self-image, personal competence, and effective interpersonal skills. Researchers have cited positive attitudes, continuous teacher training, involvement in…