What do teachers discuss during parent-teacher conferences? And does it matter for parents’ involvement in children’s learning?

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.

Name thesis:degree_name

M.S.

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Psychology

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2019

Author dc:creator

• Oh, Dajung Diana

Contributors dc:contributor

• Pomerantz, Eva M.

• family-school engagement
• parent involvement
• parent-teacher conferences

Statement dc:rights

• Copyright 2019 Dajung Oh

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/105147

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/105147