The purpose of this study was to design and implement a school-based career development workshop for parents. Analysis of the impact of that treatment on the career maturity of their children who were seniors in high school was the central concern. In order to improve parents' abilities to communicate effectively with their children concerning…

The purpose of this study was (1) to survey the use of parent-teacher conferences in selected elementary schools on the Pine Ridge Indian Reservation in South Dakota, and (2) to develop techniques for the teacher to follow so that the conferences will be successful. A telephone call was made to the principals requesting assistance in arranging…

This report describes a pilot study in the use of video tape as a recording and reporting device for a child's responses in a learning situation. It was believed that video tape could be used as an improved means of home-school communication. Nineteen 5-year-old subjects in groups of six were videotaped for 12-minute segments in actual classroom…

Evaluated with a total of 89 parents was the effectiveness of a structured reporting format in guiding the parent teacher conference so that parents were able to acquire and/or maintain realistic expectations of their learning disabled children's abilities. The form included a section asking parents to explain their goals for the child, a section…

The administration of A. C. Davis Senior High School in Washington has been positively influenced by the effects of the National Follow Through Projects, which focus on developing parent-teacher accords so that parents have open communication about their child's education within the school system. Describes the school's administration and the…

Interviews with 19 parents explored perceptions of major issues in their handicapped child's transition from a specialized preschool classroom to regular kindergarten. Among results was that parents indicated the greatest satisfaction with parent-teacher conferences and the least satisfaction with amount and type of school and classroom…

Seven parents in an experimental group completed family information profiles and met with a school/community liaison prior to the Individualized Education Program (IEP) meeting. A control group received written notification of the meeting. Parents in the experimental group made a significantly greater proportion of contributions at the meeting.…

Teachers can learn specific behaviors that will promote trust and cooperation in their communication with parents. Effective communication in the parent-teacher conference includes a friendly greeting, eye contact, readiness to listen, positive statements, open and reflective responses, discussion of problem areas based on work examples, and…

Suggestions for helping teachers answer questions parents may ask on discipline, reading, and family situations are offered in this article. Teachers and parents can work together to solve problems dealing with their children and students. (DF)

This document suggests some guidelines for conducting an effective parent-teacher conference. Many schools now host "arena type" conferences, in which the teachers assemble in the gymnasium and parents seek them out. This type of setting offers no privacy and places pressure on parents and teachers to keep discussions short. Ideally, teachers and…

This paper is designed to enable disability activists, parents, and advocates to negotiate effectively. It begins by describing negotiations for short-term or long-term changes and different approaches for negotiating. Steps for preparing for negotiation are listed, along with strategies: (1) control the negotiation session; (2) never negotiate…

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

Attempts to relate current research in reading and psychology to real problems encountered by classroom teachers. Stresses the need for motivation and proposes methods of achieving it. (RW)

Focusing on the expectations of schools, teachers, parents, peers, and society for the gifted and talented, the author proposes curriculum design, gives guidelines for parent-teacher conferences, outlines the benefits of peer instruction, and suggests ways that parents and society can identify talented students and enrich their education. (SK)

Strategies must be developed to assist in making the parent teacher conference run smoothly. The feelings and goals of the parents need to be taken into consideration. Nonverbal as well as verbal strategies should be designed. (JN)