{"id":{"repo_id":"brockport","oai_identifier":"oai:soar.suny.edu:20.500.12648/6008"},"canonical_url":"https://search.dev.ndltd.org/etd/brockport/oai:soar.suny.edu:20.500.12648/6008","repository":{"repo_id":"brockport","name":"College at Brockport","base_url":"https://soar.suny.edu/oai/request/"},"display":{"title":"A Study of Reporting Methods in the Penfield Central School District Number One","abstract":"Reporting students’ progress to their parents/guardians can be more complicated than it would first appear. In this paper, the researcher evaluates reporting methods in an upstate New York school district during the 1959-1960 academic year. It focuses on teachers’ need to communicate more information to parents than merely their child’s grades. The researcher presents a list of markers for effective teacher-parent communication, and includes a guide for reporting to parents. The paper includes a history of the town of Penfield and its school district. The researcher concludes that the school district is conforming to contemporary best-practices for parent-teacher communication. Appendices include student evaluation forms and descriptions of study programs.","abstract_html":"Reporting students’ progress to their parents/guardians can be more complicated than it would first appear. In this paper, the researcher evaluates reporting methods in an upstate New York school district during the 1959-1960 academic year. It focuses on teachers’ need to communicate more information to parents than merely their child’s grades. The researcher presents a list of markers for effective teacher-parent communication, and includes a guide for reporting to parents. The paper includes a history of the town of Penfield and its school district. The researcher concludes that the school district is conforming to contemporary best-practices for parent-teacher communication. Appendices include student evaluation forms and descriptions of study programs.","abstract_has_math":false,"creators":["Walsh, Robert J."],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1961,"date_issued":"1961-06-01","date_published":"1961-06-01","updated_at":"2026-07-27T19:02:14Z","subjects":[],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/20.500.12648/6008","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Walsh, Robert J."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-09-07T22:05:07Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-09-07T22:05:07Z"]},{"key":"dc:date.issued","label":"Date","values":["1961-06-01"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/20.500.12648/6008"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Repository staff provided abstract to aid in discovery."]},{"key":"dc:description.abstract","label":"Abstract","values":["Reporting students’ progress to their parents/guardians can be more complicated than it would first appear. In this paper, the researcher evaluates reporting methods in an upstate New York school district during the 1959-1960 academic year. It focuses on teachers’ need to communicate more information to parents than merely their child’s grades. The researcher presents a list of markers for effective teacher-parent communication, and includes a guide for reporting to parents. The paper includes a history of the town of Penfield and its school district. The researcher concludes that the school district is conforming to contemporary best-practices for parent-teacher communication. Appendices include student evaluation forms and descriptions of study programs."]},{"key":"dc:title","label":"Title","values":["A Study of Reporting Methods in the Penfield Central School District Number One"]}]}],"canonical_facts":{"dc:creator":["Walsh, Robert J."],"dc:date.accessioned":["2021-09-07T22:05:07Z"],"dc:date.available":["2021-09-07T22:05:07Z"],"dc:date.issued":["1961-06-01"],"dc:description":["Repository staff provided abstract to aid in discovery."],"dc:description.abstract":["Reporting students’ progress to their parents/guardians can be more complicated than it would first appear. In this paper, the researcher evaluates reporting methods in an upstate New York school district during the 1959-1960 academic year. It focuses on teachers’ need to communicate more information to parents than merely their child’s grades. The researcher presents a list of markers for effective teacher-parent communication, and includes a guide for reporting to parents. The paper includes a history of the town of Penfield and its school district. The researcher concludes that the school district is conforming to contemporary best-practices for parent-teacher communication. Appendices include student evaluation forms and descriptions of study programs."],"dc:identifier.uri":["http://hdl.handle.net/20.500.12648/6008"],"dc:language.iso":["en_US"],"dc:title":["A Study of Reporting Methods in the Penfield Central School District Number One"],"dc:type":["thesis"]},"updated_at":"2026-07-27T19:02:14Z"}