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| 001 |
in00001361815 |
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20190325093312.0 |
| 008 |
970730s1996 xx a b 000 0 eng d |
| 035 |
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|a (OCoLC)37381626
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| 035 |
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|9 AHK1280AM
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| 037 |
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|a 97-18283
|b UMI
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| 040 |
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|a TXA
|c TXA
|d UtOrBLW
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| 049 |
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|a TXAM
|a TXAR
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| 099 |
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|a 1996
|a Dissertation
|a A413
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| 100 |
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|a Albrecht, Carol Mulford.
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| 245 |
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|a Effective parent/teacher communication :
|b an examination of schemas and frames /
|c by Carol Mulford Albrecht.
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| 264 |
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|a [Place of publication not identified] :
|b [publisher not identified] ;
|c 1996.
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| 300 |
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|a viii, 292 leaves :
|b illustrations ;
|c 28 cm.
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a unmediated
|b n
|2 rdamedia
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| 338 |
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|a volume
|b nc
|2 rdacarrier
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| 504 |
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|a Includes bibliographical references: pages 177-183.
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| 500 |
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|a Vita.
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| 502 |
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|b Ph. D.
|c Texas A&M University
|d 1996.
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| 500 |
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|a "Major Subject: Sociology".
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| 530 |
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|a Issued also on microfiche from University Microfilms Inc.
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| 520 |
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|a The purpose of this study was to examine one aspect of parental involvement, parent/teacher communication. Parent involvement has been identified as an important factor in predicting academic success of students, including high-risk minority students. A theoretical model was constructed, research questions were identified, and relevant hypotheses were generated and tested. It was predicted that both parents and teachers have strongly held schemas that reflect past experiences and their position in the larger social environment, and that in turn, influence their interpersonal interactions in predictable ways. A number of hypotheses focusing on the role of schemas and differential power in the dyadic interaction were postulated and tested. The primary goal of this investigation was to identify insights, as well as communication skills and techniques, that can be used to train teachers and parents to communicate more effectively. The sample for this study included 87 White, Black, or Mexican American parents who were identified through a stratified random sample, and 7 public school kindergarten teachers. The research data were collected over a two year period. Data collection techniques included pre-informing and post- informing interviews with each of the parents and their child's teacher, a videotape of the parent/teacher conference, participant observation of the school setting and content analysis of relevant written communication. Both quantitative and qualitative analysis were used to test the research questions. One of the most important research findings concerned the power of the teacher in the interaction. Research findings provided conclusive evidence that teachers have "expert power" in the educational institution, and that this power is reflected in observable behavior during the parent/teacher conference. It was also evident that parents and teachers seldom exhibit behaviors which reflect disagreement even when their schemas may be discongruent and/or when the teacher delivers "bad news" about the child/student. Teachers generally use straightforward and direct methods of communication to deliver "bad news", but they often redefine "bad news" so that it is more acceptable.
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| 650 |
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|a Major sociology.
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| 856 |
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|u http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=739623411&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD
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| 952 |
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|p noncirc
|a Texas A&M University
|b College Station
|c Cushing Memorial Library & Archives
|s cush tdrm
|d Cushing: Theses & Dissertations Microforms (Does not check out)
|t 0
|e 1996 Dissertation A413
|h Other scheme
|i unmediated -- volume
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| 952 |
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|a Texas A&M University
|b College Station
|c Electronic Resources
|s www_evans
|d Available Online
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|e 1996 Dissertation A413
|h Other scheme
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|a 1996 Dissertation A413
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|l Available Online
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| 998 |
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|a 1996 Dissertation A413
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|l Cushing: Theses & Dissertations Microforms (Does not check out)
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