Communication Management of Parent Participation in Education Process: Practices of Communication between Teachers and Parents

##plugins.themes.bootstrap3.article.main##

  •   Maria Chatzinikola

Abstract

International education community considers the communication management of parents’ participation in education process as an important process, since it reinforces students’ learning performance, shapes their conduct and leads the school unit to an efficient form. This study focuses on views of primary education principals and teachers about the communication practices used in their communication with parents. Thirty-three principals and two hundred and twenty-two teachers consider it is important to invite parents to visit the school unit by setting a specific date and time. They consider it is equally important to keep them informed them by phone or email or by sending them informative notes. Moreover, primary education principals and teachers consider the first meeting between teachers and parents at school as very important. The basic goal of this meeting is to inform parents on time about the school’s mission and the learning course of the year. At this meeting, parents are informed that teachers and parents are considered co-responsible for the students’ learning progress. Principals and teachers list in a journal their meetings with parents, as well as children’s learning achievements or difficulties.


Keywords: Communication Practices, Informative Notes, Invitation, Journal, Parents, Teachers

References

Agger, B. (2011). iTime: labor and life in a smartphone era. Time & Society 20, 119–136.

Allen, J. (2008). Creating welcoming schools. New York: Teachers College Press.

Barrera, M., J., & Warner, L. (2006). Involving Families in School Events. Advance online publication, https://files.eric.ed.gov/fulltext/EJ724636.pdf.

Bender, Y. (2005). The tactful teacher. Effective communication with parents, colleagues, and administrators. United States: Normad Press.

Berger, E., H. (2008). Parents as partners in education. Upper Saddle River, NJ: Pearson.

Brandt, N.E., Glimpse, C, Fette, F., Lever, N. A., le Cammack, N. L., & Cox, J. (2014). Advancing effective family-school-community partnerships in Handbook of School Mental Health: Research, Training, Practice, and Policy, 209, eds M.D. Weist et al.

Brown, S. (2010). Likert Scale Examples for Surveys. [Online]. Available: https://www.extension.iastate.edu/documents/anr/likertscaleexamplesforsurveys.pdf.

Bryman, A. (2012). Social research methods. 4th ed. Oxford: Oxford University Press.

Carr, N., Heath, D., & Maghrabi, R. (2015). Implications of information and communication technologies (ICT) for school-home communication. Journal of Information Technology Education, 14, 363–396. doi: 10.2894/2285

Chatzinikola, M. (2021). Active Listening as A Basic Skill of Efficient Communication Between Teachers and Parents: An Empirical Study. European Journal of Education and Pedagogy, 2 (6), 8-12.

Davern, L. (2004). School-to-home notebooks: What parents have to say. Council for Exceptional Children, 36(5), 22-27.

Dumoulin, C., Thériault, P., Duval, J., & Tremblay, I. (2013). “Rapprocher l’école primaire et les familles par de nouvelles pratiques de communication.” [New Communication Practices to Bring Primary School and Families Together.] La recherche en éducation 9 (1): 4–18. French.

Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Rodriguez Jansorn, N., & Van Voorhis, F. L. (2009). School, Family, and Community Partnerships: Your Handbook For Action, 3rd Edn. Thousand Oaks, CA: Corwin press.

Graham-Clay, S. (2005). Communicating with Parents: Strategies for Teachers. School Community Journal, 15(1), 117-129.

Ho, L., Hung, C., & Chen, H. (2013). Using theoretical models to examine the acceptance behavior of mobile phone messaging to enhance parent–teacher interactions. Computers & Education, 61(1), 105–114. https://doi.org/10.1016/j.compedu.2012.09.009.

Hoover-Dempsey, et al. (2005). Why do parents become involved? Research findings and implications. The Elementary School Journal, 106(2), 105-130. https://doi/10.1086/499194.

Jeynes, W. (2010). Parental involvement and academic achievement. New York: Routledge.

Juniu, S. (2009). Computer mediated parent-teacher communication, Actualidades Investigativas en Educación, 9 (3), 1-19.

Kraft, M. A. & Rogers, T. (2015). The underutilized potential of teacher-to-parent communication: Evidence from a field experiment. Economics of Education Review, 47, 49–63.

Kuusimäki, A.-M., Uusitalo-Malmivaara, L., & Tirri, K. (2019). Parents’ and teachers’ views on digital communication in Finland. Educ. Res. Int. 7:8236786. https://doi.org/10.1155/2019/8236786.

Linardakis, M. (2014). P-value. Correlation factors. [Online]. Available: https://opencourses.uoc.gr/courses/mod/page/view.php?id=6671

Mylonakou-Keke, I. (2009). Cooperation among school, family and community: theoretical approaches and practical implementation. Athens: Papazisi Editions.

Oostam, R., & Hooge, E. (2012) Making the difference with active parenting; forming educational partnerships between parents and schools. European Journal of Psychology of Education, 28(2) 337-351.

Palts, K., & Kalmus, V. (2015). Digital channels in teacher-parent communication: the case of Estonia. Int. J. Educ. Dev. Inform. Commun. Technol. 11, 65–81.

Shajith, I., B., & Erchul, P., W. (2014). Bringing Parents to School: The Effect of Invitations from School, Teacher, and Child on Parental Involvement in Middle Schools, International Journal of School & Educational Psychology 2(1), 11-23.

Stamatis, J. P. (2013). Communication education, Athens: Diadrasi Publications.

Stamatis, P., & Chatzinikola, M. (2021). Advantages and Reasons Hindering the Communication between Teachers and Parents: An Empirical Study. European Journal of Education and Pedagogy. 2 (2), 43-48.

Thompson, B. (2008). Characteristics of parent-teacher e-mail communication. Communication Education, 57, 201–223. https://doi.org/10.1080/0363452070.

Thompson, B., & Mazer, J. P. (2012). Development of the parental academic support scale: Frequency, importance, and modes of communication. Communication Education, 61, 131–160. https://doi.org/10.1080/03634523.2012.657207.

Thompson, C. B., Mazer, P., J., & Grady, F., E. (2015). The Changing Nature of Parent–Teacher Communication: Mode Selection in the Smartphone Era, Communication Education, 64(2), 187–207.

##plugins.themes.bootstrap3.article.details##

How to Cite
Chatzinikola, M. (2022). Communication Management of Parent Participation in Education Process: Practices of Communication between Teachers and Parents. European Journal of Education and Pedagogy, 3(3), 1–6. https://doi.org/10.24018/ejedu.2022.3.3.312