Parent-teacher communication is a key element of parent-teacher relationship and of family involvement. Such communication influences children's wellbeing and academic success. There are many gaps in the literature regarding the dynamics of parent-teacher communication and how this influences family and school literacy practices. Using a qualitative design, this case study focused on the communication of a family from a culturally and linguistically diverse background and the children's teachers. The study examined the conceptions of communication and perspectives on parent-teacher communication of a mother and three teachers. The study also examined the diverse ways they communicated literacy practices and expectations to one another and the outcomes derived from their communication.
Findings of this study revealed that parent-teacher communication is a complex process influenced by multiple factors related to the microsystems of school and home and the varied ways they interact. The study found a disconnection between parent and teacher communication conceptions and approaches.
|School:||University of the Pacific|
|School Location:||United States -- California|
|Source:||DAI-A 73/11(E), Dissertation Abstracts International|
|Keywords:||Communication with diverse families, Cultural diversity, Family literacy, Family-teacher communication, Home-school communication, Linguistic diversity, Literacy practices of diverse families|
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