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Teacher-to-parent communication tech...

Whichard-Bond, LaTisha Tawanda.

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Teacher-to-parent communication techniques after a one-hour training session: An action science project.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher-to-parent communication techniques after a one-hour training session: An action science project./
Author:	Whichard-Bond, LaTisha Tawanda.
Description:	97 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
Contained By:	Dissertation Abstracts International75-02A(E).
Subject:	Education, Teacher Training. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3601051
ISBN:	9781303515699

Teacher-to-parent communication techniques after a one-hour training session: An action science project.
Whichard-Bond, LaTisha Tawanda.

Teacher-to-parent communication techniques after a one-hour training session: An action science project. - 97 p.

Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.

Thesis (D.Ed.)--Capella University, 2013.

The commitment to improve the education of all students has become a national priority. Preparing students for the challenges of the future, however, is not the responsibility of schools alone (N. Carey, L. Lewis, & E. Farris, Parent Involvement in Children's Education: Efforts by Public Elementary School, 1998). Schools communicate with parents by means of newsletters, notes, and report cards as a way of informing parents about their child's behavior, classroom placement, and progress. This form of communication is 1-way communication. Because communication is the core of education, communication should be 2-way. In 2-way communication, parents and teachers share responsibility for the success of the student. Creating 2-way communication is not easy because many individuals operate in Model I defensive behaviors. Operating in Model II behaviors allows for collaboration and sharing. Because communication is the foundation of effective teacher-to-parent relationships, stakeholders must begin to talk, listen, and acknowledge each other's voice. The purpose of this action research project was to provide a 1-hour training with a 5-week follow-up for teachers to determine if there was a change in teachers' comfort level and their communication techniques. Success for the project was based upon teachers' improving their comfort level of communication with parents, and teachers' improving their communication techniques with parents. A quantitative and qualitative analysis focused on improving teachers' ability to relate and communicate with parents at a comfortable level. The study resulted in increased communication between home and school, improved relationships with teachers and parents, and a culture based on mutual trust and respect.

ISBN: 9781303515699Subjects--Topical Terms:

783747
Education, Teacher Training.

Teacher-to-parent communication techniques after a one-hour training session: An action science project.
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520 $a The commitment to improve the education of all students has become a national priority. Preparing students for the challenges of the future, however, is not the responsibility of schools alone (N. Carey, L. Lewis, & E. Farris, Parent Involvement in Children's Education: Efforts by Public Elementary School, 1998). Schools communicate with parents by means of newsletters, notes, and report cards as a way of informing parents about their child's behavior, classroom placement, and progress. This form of communication is 1-way communication. Because communication is the core of education, communication should be 2-way. In 2-way communication, parents and teachers share responsibility for the success of the student. Creating 2-way communication is not easy because many individuals operate in Model I defensive behaviors. Operating in Model II behaviors allows for collaboration and sharing. Because communication is the foundation of effective teacher-to-parent relationships, stakeholders must begin to talk, listen, and acknowledge each other's voice. The purpose of this action research project was to provide a 1-hour training with a 5-week follow-up for teachers to determine if there was a change in teachers' comfort level and their communication techniques. Success for the project was based upon teachers' improving their comfort level of communication with parents, and teachers' improving their communication techniques with parents. A quantitative and qualitative analysis focused on improving teachers' ability to relate and communicate with parents at a comfortable level. The study resulted in increased communication between home and school, improved relationships with teachers and parents, and a culture based on mutual trust and respect.
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