What do teachers discuss during parent-teacher conferences? And does it matter for parents’ involvement in children’s learning?
Oh, Dajung Diana
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https://hdl.handle.net/2142/105147
Description
Title
What do teachers discuss during parent-teacher conferences? And does it matter for parents’ involvement in children’s learning?
Author(s)
Oh, Dajung Diana
Issue Date
2019-03-28
Director of Research (if dissertation) or Advisor (if thesis)
Pomerantz, Eva M.
Department of Study
Psychology
Discipline
Psychology
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
M.S.
Degree Level
Thesis
Keyword(s)
family-school engagement
parent involvement
parent-teacher conferences
Abstract
Parent-teacher conferences are considered an important link between home and school, but there are little data on what teachers discuss during these conferences and if it matters. Parent-teacher conferences (N = 431) with parents of young elementary school children (mean age = 7.69 years) were audio-recorded and coded. A subset of 255 parents reported on their involvement in children’s learning 5 months later. Teachers mainly discussed children in the academic context, with little attention to the curriculum or parents’ involvement in this context. Teachers concentrated less on math than literacy and adopted less of a process (e.g., strategies and motivation) orientation for math. Only teachers’ process orientation appeared to contribute to parents’ involvement: The more teachers adopted such an orientation, the more involved parents were 5 months later.
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