Current attitudes of junior class teachers in Great Britain concerning parents of children with special educational needs were evaluated. Results indicated that most teachers desired occasional but not frequent contact with parents. (DB)

Tips are presented for teachers to write letters to parents to encourage their participation in their child's writing program, and suggestions are also listed for parents to help improve their child's writing skills. (CB)

Suggestions are presented for encouraging even "busy" families to attend parent-teacher association and school meetings in such areas as meeting times, recruitment efforts, time commitments, access to meetings, meeting efficiency, and meeting topics. (CB)

The article explores strategies that might be implemented toward promoting parent involvement in and cooperation with their children's physical education programs, including ways to change parents' attitudes toward physical education. (CB)

Reports on a study of parents' and schools' concerns about barriers to collaboration between parents and teachers. Work was the major reason given by employed parents for nonparticipation. Teachers' attitudes varied with job satisfaction and length of teaching experience. (CH)

The school dropout problem is discussed, with suggestions for parents on ensuring that their children do not become part of the dropout population, including; monitoring children's school attendance patterns; making sure children understand how important school and attendance is; maintaining close contact with teachers; and helping children…

Summarizes research findings about latchkey situations. Suggests activities and programs which involve parents, schools, and community. Provides potential resources for programs for use by practitioners. (Author/NB)

Surveyed 588 regular classroom teachers and 21 specialist teachers from Newfoundland and Labrador. Respondents reported moderate levels of stress. Nine categories of stressors were ranked almost exactly the same by teachers of different grade levels, with Time Management and Parent/Teacher Relations highest. (Author/MCF)

Presents examples of home learning games designed to facilitate parent-child interaction. Teachers provide parents with directions, sample patterns for making the games, and lists of materials. The skills covered by these games emphasize pre-reading and pre-math knowledge. (DR)

A telephone-managed home-school communication system uses an automatic answering service for recorded messages to and from parents. Prerecorded messages can be used to meet a variety of parent-teacher communication objectives. (CL)

Recent research suggests parental involvement in education can be particularly helpful for children from families with low incomes. Parents who do not know how to help will almost always do what teachers ask them. Suggesting specific activities and letting parents know they can contribute to their child's progress are emphasized. (MT)

The article offers suggestions that teachers can use to help redirect angry parents to more productive paths. Suggestions stress the importance of listening to engender trust and defuse anger and clarifying the central sources of parental anger. (CL)

Discusses how practitioners and external groups can help promote child-centered care for infants and young children. (CI)

Discusses research that found that the more teachers involve parents in their teaching practice, the more parents will be involved in their children's education and will recognize the efforts and merits of teachers. (JOW)

The research cited in this paper is derived from a 2-year study of a professional development initiative in literacy with faculty members from an elementary school in an economically impoverished urban community. The paper explains that the study observed what a long-term, participatory, and voluntary professional development program constructed…