| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "PARENT TEACHER RELATIONSHIP": |
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Parent and Teacher Relationships, 2007.
A discussion on bridging the gap in the parent/teacher relationship.
3,208 words (approx. 12.8 pages), 15 sources, MLA, $ 92.95
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Abstract
The paper examines current teaching conditions and discusses how teachers and parents can work together to make sure the child is having the most meaningful and significant educational experience he or she can possibly have. The paper reviews the history of parent/teacher relationships, and examines some of the most likely problem areas. The paper further discusses success stories as well as strategies for building a bridge between the parent and the teacher.
Outline:
Introduction
History
Real Life Examples
The Elements of Making It Work
Statistics
Onus on the Family
Parental Expectations
Parents as Partners
Parents and Teachers Preparing For the World
Conclusion
References
From the Paper
"It has often times been difficult for schools to be able to give adequate resources for parent and teacher relationships. Chaykin (1991) and Morrison (1998) believed that schools were destined to become an oasis in economically disadvantaged neighborhoods. Family and members of the community at large can make enormous impact on the schools when they work to provide the same kinds of support and encouragement and involvement as do the parents of children from more economically advantaged neighborhoods."
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The Parent-Teacher Relationship, 2007.
A description of the delicate relationship between teachers and parents.
853 words (approx. 3.4 pages), 4 sources, APA, $ 30.95
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Abstract
This paper describes the potential pitfalls of the parent-teacher relationship from the teacher's perspective. Several scenarios are described with possible outcomes for each. The author describes how the teacher must sometimes shift his or her learning strategies, and attempt to teach both the parent and the student of the benefits of the classroom environment. The paper concludes by encouraging teachers to enlist the support of parents before problems even start.
From the Paper
"In the classroom the teacher may assume he or she will always wear the mantel of authority. The student is assumed to be the recipient of his or her superior wisdom and years. However, even a teacher or must learn how to become a perpetual student of human nature. What happens when a parent disagrees with the teacher's classroom policy and does not endorse the teacher's methods of discipline? The teacher must shift his or her learning strategies, and attempt to teach both the parent and the student of the benefits of the classroom environment."
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Teacher Relationships to Parents, 2007.
A discussion on how to develop a school staff that will cultivate and
maintain positive relationships with parents.
3,115 words (approx. 12.5 pages), 5 sources, MLA, $ 90.95
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Abstract
This paper discusses the important task that teachers face of establishing and maintaining positive relationships with the parents of their students. The paper identifies five types of parents and discusses how the teacher should relate to them in order to establish a positive relationship. The paper also discusses the school administrator's role in dealing with parents.
From the Paper
"This kind of organization and cooperation, ultimately, is not just in the hands of the parents or school teaching staff; rather, the energy for this kind of involvement has to be generated initially within the school's administration structure. After all, all in-house planning proposals and activities must eventually run through the front office anyway, so it makes good power-structure sense that big ideas about creative, productive coalitions with parents involved should have their genesis and momentum in the administration itself."
"That is not to say teachers and staff and parents shouldn't generate good, workable ideas; but, when those ideas are presented to the principal and vice principals, immediate response and better yet, action, should be the guiding theme regarding those ideas and proposals."
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Teacher-Student Relationships, 2005.
A paper about building caring relationships between teachers and students.
1,488 words (approx. 6.0 pages), 6 sources, MLA, $ 49.95
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Abstract
This paper examines what is required to build a caring relationship between students and teachers and the benefits of such a relationship. The paper lists the student achievements that result from a positive, caring relationship between teachers and students and looks at what a teacher must focus upon in order to establish that type of relationship.
From the Paper
"The development of the student begins by building quality relationships that connect a student to the teachers and others in the classroom. This helps to build good relationships with others in the world. What teachers must work on is developing ways that satisfy a students desire to be seen and heard. Research shows that students who feel deeply connected through relationships are more likely to survive the temptation of risk and the damage of stress. They are also more likely to discover and share the gift of themselves with the world. [The Importance of Relationships]"
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Teacher - Principal Relationship, 2007.
A discussion of the importance of a supportive relationship between a school principal and the teachers.
4,285 words (approx. 17.1 pages), 19 sources, APA, $ 113.95
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Abstract
This paper examines the relationship between teachers and school principals, citing it as necessary for the continued educational opportunities of students. Included is an extensive literature review which examines such issues as teacher training, education and professional development. The author concludes that the perceived relationships between teachers and principals are closely tied to the educational success of the school overall.
Outline:
Introduction
Education & Training
Professional Development
Collaboration between Teachers and Principal
The Teacher and Principal Relationship with the Principal as Leader
Teacher and Principal Perceived Relationship
Impact of the Teacher & Principal Relationship on Student Achievement
Assessment of the Teacher & Principal Relationship
Teachers Understanding of Principals' Priorities
Bibliography
From the Paper
" Research by Marks and Printy (2003) examined the relationship between principals and teachers and the potential of their active collaboration around instructional matters to enhance the quality of teaching and student performance. They base their analysis around a comparison of two concepts of leadership; transformational and instructional. Marks and Printy state that transformational leadership provides intellectual direction and aims at innovating within the organization, while empowering and supporting teachers as partners in decision making. Instructional leadership, on the other hand, replaces a hierarchical and procedural notion with a model of shared instructional leadership."
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Parental Involvement and Teacher Responses, 2002.
A discussion on how parents should be involved in their children's education while they are in school.
3,900 words (approx. 15.6 pages), 27 sources, $ 142.95
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Abstract
This paper is based on the idea that parental involvement with their children's education should not stop when the children enter school. Nor should parents decide at that point that the task of educating their children should be left entirely up to teachers-on the grounds that they are the professionals after all who are getting paid to do it.
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Teacher-Parent Relationships, 2002.
Developing healthy and positive teacher relationships.
2,150 words (approx. 8.6 pages), 9 sources, $ 80.95
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Abstract
This paper discusses the importance of parent involvement in the school life of their children and focuses on the role of the teachers in this connection. For active participation of families, teachers are required to adopt certain skills and techniques with the objective of opening up communication channel and fostering positive teacher-parent relationship.
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Teacher Leadership, 2007.
A discussion on the perceptions of teacher leaders, regarding their relationship with principals.
1,961 words (approx. 7.8 pages), 11 sources, MLA, $ 62.95
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Abstract
The paper examines how, in the past few years, the relationship between the school principal and teacher leaders has emerged as a critical relationship necessary for the continued educational success of students, their experiences and the teaching profession. The paper discusses how this relationship has become dramatically more complex, overloaded, and unclear. The paper proposes that the problems have increased, as the role of the school principal has progressed from the principal as an instructional leader, to the principal as a transactional leader and, most recently, to the role of transformational leader. The paper further examines numerous studies on the topic that have revealed the importance of the perception of teacher leaders regarding their relationship with principals. The paper concludes that additional studies are necessary in this area to correct the perceptions of the teacher's relationship with the principal, as the perception of this relationship affects the quality of individual teacher instruction, the height of student achievement, and the overall degree of efficiency in school functioning.
Outline:
Rationale
Statement Of The Problem: What Are The Perceptions Of Teacher Leaders Regarding Their Relationship With Principals?
Bibliography
From the Paper
"As a review of the literature in this area indicates, perceived relationships between teacher leaders and principals are closely tied to the educational success of the school overall. The general principal position involves motivating others and one way to accomplish this is through a process of sharing the decision making. In teacher - principal relationships where power is viewed as a reciprocal unit of exchange, people can become committed, significant, and competent through promoting empowerment. As teachers are the players most affected by change, empowerment enables them to identify obstacles and design strategies for dealing with change."
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Dealing with Parental Participation, 2007.
An analysis of the importance, for students, of close communication between parents and teachers.
2,795 words (approx. 11.2 pages), 41 sources, MLA, $ 83.95
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Abstract
This paper discusses the importance of close communication and interaction between a school and its parents. It looks at issues of diversity and how these affect parental participation and discusses how the school administration can combat any problems that arise. The paper suggests that apart from the obvious academic improvement amongst students that will be achieved from healthy associations between teachers and parents, students will also experience personal enhancements, cooperation, respect for adult intervention and enthusiasm for community work.
Table of Contents:
Introduction
Significance of Parental Participation
Problems of Parental Participation
Problems faced by School Administrators
Strategies for Parental Participation
Conclusion
From the Paper
"Being a school administrator in an urban school setting, the study that had been conducted by Nistler and Angela (2000) was extremely helpful to me. Its main goal was to design an effective parent-student program while keeping in mind the urban low-income earners. The researchers took into consideration the first graders from two different schools and separate years and designed a four-staged program. In each phase, both the student and parent had a designated task: in the first phase, both read aloud poems; in the second, both read and sang the alphabet song; in the third, both got involved individually and collectively in numerous literacy and math courses; and in the last phase, there was a parent-teacher meeting. Almost 1/3 of the parents did not have a high school degree. In the first year 96.5% of the students had the support of their parents present while this dropped by 2% in year two. The researchers concluded that the removal of peripheral responsibilities like babysitting and transportation led to higher cooperation from the parents. The end result was increased and enthusiastic participation of the parents even if they did not have precise knowledge of the matter being presented in class. The interest of the parents encouraged the students to develop interest as well."
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School Communication With Parents, 1988.
Discusses methods of reporting student performance & progress in elementary & secondary schools, effective parent-teacher conference and report cards.
2,025 words (approx. 8.1 pages), 6 sources, $ 71.95
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From the Paper
"According to Tomlinson-Keasey (1985), American society has invested its schools with three important functions. These are: (1) to educate children, (2) to bring stability to the culture, and (3) to instill cultural values. Obviously, policies and practices by which schools attempt to fulfill these functions are multiple and varied. However, one policy which all schools practice with respect to fulfilling its functions is communicating to parents information relevant to the school and more importantly, to their children?s progress in the school.
School communication with parents is not without its complexity. And illustrating that this has been the case ever since schools were established in America, is an excerpt from a letter written by some Indian parents to William and Mary College when, in 1834, (...)"
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Parents Of Austistic Children, 1999.
Examines psychological, financial, educational, time, emotional, communication, sibling and professional pressures on parents, relationships with the teacher, evaluating services and family treatment.
5,175 words (approx. 20.7 pages), 20 sources, $ 135.95
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Abstract
One of the positive aspects of the TEACCH model is the philosophical stance of that program. Essentially, the TEACCH program assumes that families are going to vary in the levels of time the have available to work with their children, the interest they have in doing so, the skills they possess and can attain, and the degree of commitment they possess to work with the child over the long-term. They understand the multitude of pressures that are exerted on every family, and how those pressures are intensified with the introduction of a child with autism who has many different needs.
From the Paper
"Pressures on Parents of Children with Autistic Spectrum Disorder
Introduction
One of the positive aspects of the TEACCH model is the philosophical stance of that program. Essentially, the TEACCH program assumes that families are going to vary in the levels of time the have available to work with their children, the interest they have in doing so, the skills they possess and can attain, and the degree of commitment they possess to work with the child over the long-term. They understand the multitude of pressures that are exerted on every family, and how those pressures are intensified with the introduction of a child with autism who has many different needs. Yet, there is also considerable pressure within most programs on family participation in the treatment of..."
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The Importance of Teachers, 2004.
This paper reviews studies that discuss the increasing importance of teachers in the development of children.
9,565 words (approx. 38.3 pages), 89 sources, MLA, $ 195.95
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Abstract
This paper explains that the increasing emphasis on the link between home and school and the increase instability of the home, means that teachers must be knowledgeable of problematical areas in developmental and pedagogical theories and praxis, particularly in the early years of child development. The author points out that, even when the home situation and parental care is sound, the best way of optimizing healthy child development is a symbiotic and communicative relationship between parent and teacher. The paper explains that the issue of self-esteem is one of the most important aspects of child development because it relates to the social psychological-emotional components of development and is an area in which the teacher plays a vital role.
Table of Contents
Introduction and Overview
Theoretical Concerns
Parents and Family
Teachers
Introduction
The Importance of the Teacher
Cognitive Development
Language
Computers and Cognition
Social and Emotional Development
Teachers and Belief Structures
Self-Esteem
Mental and Physical Health
Conclusion
From the Paper
"Another even more prevalent aspect that affects child development in a social as well as cognitive sense is the breakdown of the traditional family structure as well as excessive marital strife and disharmony. The divorce rate in most counties has continued to increase over the past two decades and in fact has doubled between 1964 and 1975. Separation from one parent has, in some areas, become the norm for most children. As will be discussed, one of the central components in the harmonious development of child cognition as well as cultural and social integration is the child's relationship with parents and family. This is a crucial factor that impinges on all aspects of the child's developmental growth. What studies have found is that the high divorce and separation rate in the Western world is also indicative of a breakdown of this essential parental concern and commitment to the child."
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Parental Involvement in Schools, 2002.
An examination of the relationship between a teacher training program and the level of teacher behavior and parental involvement in a Georgia school system.
10,478 words (approx. 41.9 pages), 44 sources, MLA, $ 209.95
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Abstract
This paper discusses how it is established that an effective parent-school partnership is essential in helping students become more successful. It proposes a study, which could be used to develop a training model for teachers to enhance parental involvement, set in two K-2 primary schools in the Clayton County School System in Georgia.
Outline
Introduction
The Problem
Problem Background
Review of Literature
Purpose of the Study
Research Questions
Limitations/Delimitations
Importance of the Study
Review of Literature
Background and History
Obstacles to Effective Parent Involvement
Effective Parent Involvement
Summary
Methodology
Research Design
Selection of Subjects
Instrumentation
Dependent/Independent Variables
Data Collection Procedures
Data Analysis
Appendices
References
From the Paper
"There is little controversy about the value of parent involvement to the student. Many studies have shown that strong parent involvement in the schools supports student achievement. Henderson (1988) reviewed 49 separate studies dealing with parent involvement and concluded that they were highly beneficial. They tended to insure that students achieved higher grades and test scores, had more positive attitudes and behaviors, and that the schools they operated in were more successful and effective. In their review, Chavkin and Williams (1988) indicated that there were additional benefits of strong parent involvement that Henderson had left out, including improved school attendance, reduced dropout rates, and more parent and community support for the school systems in general. Thus, there is considerable support for the benefit of strong parent involvement programs."
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Teacher Leaders, 2007.
The paper examines the relationship between teacher leaders and their principals and how these dynamics can be developed.
5,592 words (approx. 22.4 pages), 10 sources, MLA, $ 135.95
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Abstract
The paper discusses how teacher leaders recognize that there exists many potential problems in the highly-regulated environment of today's schools. The paper explains that much of today's educational system is based on the idea that, somehow, all children are the same. Teacher leaders, however, see that one size does not necessarily fit all. The paper explores the relationship between teacher leaders and principals and shows how it is a complex one, involving virtually all the pedagogical and administrative aspects of running a school.
Outline:
Introduction
Literature Review
Research Method
From the Paper
"America's teachers face an educational system that is increasingly complex. They must navigate between the needs of students, and the demands of administrators. In most instances, the principal represents the average teacher's first contact without the outside world of school boards and bureaucratic regulation. There are federally-mandated goals and tests, state benchmarks and funding requirements, and parental and media activists. Principals must respond to, or enforce, the demands of all these groups. Teachers must either find a way to comply, or else must defend their choice to follow an alternative path. The opinions of lone teachers or groups of teachers, count for little when stacked up against the weight of government and community."
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Parental Involvement in Elementary School, 2008.
A look at the necessity for parental involvement in elementary schooling.
1,758 words (approx. 7.0 pages), 5 sources, APA, $ 56.95
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Abstract
This paper discusses that parental intervention in a child's education is important, irrespective of the parents' qualifications or financial status. The paper states that parental intervention in a child's education promotes growth of students and can be promoted by designing programs. The paper recommends that elementary school authorities should review the requirements of students in consultation with their parents and that parents should feel comfortable to communicate with the teachers. The paper concludes that parental involvement in elementary schools can be achieved only if it is legally mandatory and that governments should institute policies that call for equal participation of parents, teachers and elementary school authorities.
From the Paper
"Parental intervention in a child's education is important irrespective of the parent's qualification or financial status. Parental involvement promotes academic, emotional and social growth of students. It is beyond doubt that a child who dedicates more time for homework will perform well at school. A well completed homework enables a student to learn systematically. It will also reflect in the character of the child. Involvement in a child's home work enable parents to keep in pace with the lessons at school and know more about the performance of a child. This will also help them to communicate with their teacher in the case of poor performance or absence on a day. Other than homework, parents can teach children to spend their leisure time in a fruitful manner. They can advice children to engage in reading rather than spend time to watch television. Parental involvement in children's studies gives room for conversation. Parents can indulge in positive conversation by giving advice on good behavior and values which will evolve good character in a child. Parents can instill interest in a child's learning. Involvement of family in a child's learning thus influences the child's character and ability throughout life. The success of parent assisted children will be one step ahead of those who are deprived of it."
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