Effective school to home communication encourages positive relationships that support student achievement. This study examines perceptions and preferences of teachers and parents to understand what constitutes effective communication between teachers and parents. Research questions examine the frequency of communication between teachers and parents, modes of communication, and the field and tenor of effective school to home communication. Data was gathered from teachers and parents of students in first through third grades, in a Southeastern Pennsylvania suburban school district. Two surveys were created aligning with current school to home communication literature focusing mainly on the field, tenor, and mode of language interactions. Each survey consisted of Likert-Type questions and included two open-ended responses. One survey gathered teachers’ perceptions and another, parents’ perceptions. The significance of this study stems from the importance of effective communication between the school and parents. Federal mandates require schools provide communication to parents. Previous studies indicated effective communication leads to parents being involved and engaged in a child’s education that in turn increases student academic and social progress (Epstein, 2001; Murphy, 2008; Stuck, 2004). The findings of this study indicated that parents and teachers place high value on the necessary components of effective school to home communication. This study found that teachers and parents were largely in agreement in their perceptions about the value of school to home communications. Teachers and parents believe that effective home to school communication helps them work together as a team to improve student learning.
|Commitee:||Jones, Elizabeth, Lapin, Jennifer|
|School:||Holy Family University|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 77/09(E), Dissertation Abstracts International|
|Subjects:||Education, Elementary education|
|Keywords:||Communication, Elementary, Parents, Teachers|
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