{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/105147"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/105147","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"What do teachers discuss during parent-teacher conferences? And does it matter for parents’ involvement in children’s learning?","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.","abstract_html":"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.","abstract_has_math":false,"creators":["Oh, Dajung Diana"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Pomerantz, Eva M."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-08-23T20:44:35Z","date_published":"2019-08-23T20:44:35Z","updated_at":"2026-07-22T22:24:44Z","subjects":["family-school engagement","parent involvement","parent-teacher conferences"],"languages":["en"],"rights":["Copyright 2019 Dajung Oh"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/105147","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Pomerantz, Eva M."]},{"key":"dc:creator","label":"Author","values":["Oh, Dajung Diana"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2019-08-23T20:44:35Z","2021-08-24T09:15:31Z","2019-03-28","2019-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["family-school engagement","parent involvement","parent-teacher conferences"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2019 Dajung Oh"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/105147"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["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.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2021-05-01","The student, Dajung Oh, accepted the attached license on 2019-03-26 at 21:54.","The student, Dajung Oh, submitted this Thesis for approval on 2019-03-26 at 21:55.","This Thesis was approved for publication on 2019-03-28 at 10:48.","DSpace SAF Submission Ingestion Package generated from Vireo submission #13446 on 2019-08-22 at 16:20:27","Made available in DSpace on 2019-08-23T20:44:35Z (GMT). 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And does it matter for parents’ involvement in children’s learning?"]}]}],"canonical_facts":{"dc:contributor":["Pomerantz, Eva M."],"dc:creator":["Oh, Dajung Diana"],"dc:date":["2019-08-23T20:44:35Z","2021-08-24T09:15:31Z","2019-03-28","2019-05"],"dc:description":["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.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2021-05-01","The student, Dajung Oh, accepted the attached license on 2019-03-26 at 21:54.","The student, Dajung Oh, submitted this Thesis for approval on 2019-03-26 at 21:55.","This Thesis was approved for publication on 2019-03-28 at 10:48.","DSpace SAF Submission Ingestion Package generated from Vireo submission #13446 on 2019-08-22 at 16:20:27","Made available in DSpace on 2019-08-23T20:44:35Z (GMT). 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And does it matter for parents’ involvement in children’s learning?"],"dc:type":["text"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:44Z"}