This book describes existing examples of good practice in parent-teacher relations in schools in England as a guide for other schools to develop innovative techniques. Observations are based on the responses of headmasters of some 30 schools the author visited. The opening chapter touches upon attitudes toward parent-teacher cooperation, specifically openness or hostility; Chapter 2 summarizes evidence from research in this field. In the next two chapters, the strengths and limitations of traditionally well established methods of bringing parents and teachers together such as open days, private interviews, socials, fund raising, and constructional work are discussed, as well as accounts of schools which have developed these methods in less conventional ways. Further chapters deal with: 1) the controversial question of how parents and teachers can most effectively become partners in the education of children; 2) involving reluctant and less easily motivated parents; 3) the special problems of secondary schools. In conclusion, the author speculates on the implications of these techniques of home school relations observed in England. Chapter notes are given and appendices include: 1) a summary of parental involvement at a junior school; 2) dialogue of a parent interview; 3) parent questionnaire from a primary school; 4) home learning experience pamphlets; and 5) a junior school headmaster's letter to parents. (Author/JSB)