Seitsinger Anne M, Felner Robert D, Brand Stephen, Burns Amy
School of Education, University of Rhode Island, Kingston, RI 02881, USA.
J Sch Psychol. 2008 Aug;46(4):477-505. doi: 10.1016/j.jsp.2007.11.001. Epub 2007 Dec 21.
As schools move forward with comprehensive school reform, parents' roles have shifted and been redefined. Parent-teacher communication is critical to student success, yet how schools and teachers contact parents is the subject of few studies. Evaluations of school-change efforts require reliable and useful measures of teachers' practices in communicating with parents. The structure of teacher-parent-contact practices was examined using data from multiple, longitudinal cohorts of schools and teachers from a large-scale project and found to be a reliable and stable measure of parent contact across building levels and localities. Teacher/school practices in contacting parents were found to be significantly related to parent reports of school contact performance and student academic adjustment and achievement. Implications for school improvement efforts are discussed.
随着学校推进全面的学校改革，家长的角色发生了转变并被重新定义。家长与教师的沟通对学生的成功至关重要，但学校和教师如何联系家长却鲜有研究。对学校变革努力的评估需要可靠且有用的衡量教师与家长沟通实践的方法。利用来自一个大型项目的多个学校和教师纵向队列的数据，对教师与家长联系实践的结构进行了研究，发现这是一个跨建筑层面和地区衡量家长联系的可靠且稳定的指标。研究发现，教师/学校与家长联系的实践与家长对学校联系表现的报告以及学生的学业适应和成绩显著相关。文中还讨论了对学校改进工作的启示。
