Studies have shown that parental involvement has positive effects on education. Further, parents are more likely to become involved if they are kept up-to-date with student progress; however, in order for parents to know this information, effective communication needs to be maintained. This study used a survey instrument with open-ended and closed-ended responses (Likert scale) as well as teacher interviews. The sample included fifty teachers in an upper elementary school in southern New Jersey. These respondents' answers helped to determine which methods of home-school communication are currently in use, which are perceived as most effective, and how much time is spent using each type of method. The open-ended statements were classified by type of response, and the closed ended data was analyzed using averages. The effective methods included homework agenda books with and without parent sign-off, telephone calls, written notes, and in-person conferences. Ineffective methods included broadcast written materials, such as newsletters and announcements, and electronic communication, such as webpages and emails. Perceived effectiveness of methods and time spent using each type of method varied based on the type of class and teacher-student ratio.
","abstract_html":"<p>Studies have shown that parental involvement has positive effects on education. Further, parents are more likely to become involved if they are kept up-to-date with student progress; however, in order for parents to know this information, effective communication needs to be maintained. This study used a survey instrument with open-ended and closed-ended responses (Likert scale) as well as teacher interviews. The sample included fifty teachers in an upper elementary school in southern New Jersey. These respondents' answers helped to determine which methods of home-school communication are currently in use, which are perceived as most effective, and how much time is spent using each type of method. The open-ended statements were classified by type of response, and the closed ended data was analyzed using averages. The effective methods included homework agenda books with and without parent sign-off, telephone calls, written notes, and in-person conferences. Ineffective methods included broadcast written materials, such as newsletters and announcements, and electronic communication, such as webpages and emails. Perceived effectiveness of methods and time spent using each type of method varied based on the type of class and teacher-student ratio.</p>","abstract_has_math":false,"creators":["Clipper, Jennifer Ann"],"institution":null,"degree_name":"M.S. in Teaching: Collaborative Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Madden, Marjorie"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-07-01T07:00:00Z","date_published":"2004-07-01T07:00:00Z","updated_at":"2026-07-24T04:14:04Z","subjects":["Parent-teacher relationships","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1128","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Madden, Marjorie"]},{"key":"dc:creator","label":"Author","values":["Clipper, Jennifer Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-21T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. in Teaching: Collaborative Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Parent-teacher relationships","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1128"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Studies have shown that parental involvement has positive effects on education. Further, parents are more likely to become involved if they are kept up-to-date with student progress; however, in order for parents to know this information, effective communication needs to be maintained. This study used a survey instrument with open-ended and closed-ended responses (Likert scale) as well as teacher interviews. The sample included fifty teachers in an upper elementary school in southern New Jersey. These respondents' answers helped to determine which methods of home-school communication are currently in use, which are perceived as most effective, and how much time is spent using each type of method. The open-ended statements were classified by type of response, and the closed ended data was analyzed using averages. The effective methods included homework agenda books with and without parent sign-off, telephone calls, written notes, and in-person conferences. Ineffective methods included broadcast written materials, such as newsletters and announcements, and electronic communication, such as webpages and emails. Perceived effectiveness of methods and time spent using each type of method varied based on the type of class and teacher-student ratio.
"]},{"key":"dc:title","label":"Title","values":["Parent-teacher communication methods: which ones do teachers utilize, and why?"]}]}],"canonical_facts":{"dc:contributor":["Madden, Marjorie"],"dc:creator":["Clipper, Jennifer Ann"],"dc:date.available":["2016-04-21T07:00:00Z"],"dc:description.abstract":["Studies have shown that parental involvement has positive effects on education. Further, parents are more likely to become involved if they are kept up-to-date with student progress; however, in order for parents to know this information, effective communication needs to be maintained. This study used a survey instrument with open-ended and closed-ended responses (Likert scale) as well as teacher interviews. The sample included fifty teachers in an upper elementary school in southern New Jersey. These respondents' answers helped to determine which methods of home-school communication are currently in use, which are perceived as most effective, and how much time is spent using each type of method. The open-ended statements were classified by type of response, and the closed ended data was analyzed using averages. The effective methods included homework agenda books with and without parent sign-off, telephone calls, written notes, and in-person conferences. Ineffective methods included broadcast written materials, such as newsletters and announcements, and electronic communication, such as webpages and emails. Perceived effectiveness of methods and time spent using each type of method varied based on the type of class and teacher-student ratio.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1128"],"dc:subject":["Parent-teacher relationships","Elementary Education and Teaching"],"dc:title":["Parent-teacher communication methods: which ones do teachers utilize, and why?"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching: Collaborative Teaching"]},"updated_at":"2026-07-24T04:14:04Z"}