Diversity Informed Practices for Effective Family and School Communication
Socioeconomic status plays a critical role in predicting teacher expectations and perceptions of families. (Hughs & Kwok, 2007; Miller et. al, 2013; Redding, 1997).
Socioeconomic status plays a critical role in predicting teacher expectations and perceptions of families. (Hughs & Kwok, 2007; Miller et. al, 2013; Redding, 1997).
This professional learning module is designed to encourage teachers to examine their own perceptions of poverty and how they impact the degree and quality of parent communication. In addition, this module offers specific strategies to promote more positive parent interactions through effective communication practices.
Completion time for this module is estimated to be two (2) hours.
Why is this important?
Why is this important?
This is important because:
This is important because:
Research spanning decades indicates parent and family involvement has positive effects on student achievement and without this support "opportunities are often foreclosed, leading to lost potential, unrealized talent, diminished educational and vocational attainment, and widening demographic gaps in achievement" (Hill & Tyson, 2009, p. 17).
Research spanning decades indicates parent and family involvement has positive effects on student achievement and without this support "opportunities are often foreclosed, leading to lost potential, unrealized talent, diminished educational and vocational attainment, and widening demographic gaps in achievement" (Hill & Tyson, 2009, p. 17).
This is important because:
This is important because:
Although research indicates the importance of family involvement in a child's academic achievement "educators and researchers often view minority families and families of disadvantaged students in terms of their deficiencies", (Epstein & Dauber, 1991, p. 301). Parents of lower SES were believed to be disinterested or uninvolved in schooling leading teachers to evaluate families of lower SES more negatively than higher-income families.
Although research indicates the importance of family involvement in a child's academic achievement "educators and researchers often view minority families and families of disadvantaged students in terms of their deficiencies", (Epstein & Dauber, 1991, p. 301). Parents of lower SES were believed to be disinterested or uninvolved in schooling leading teachers to evaluate families of lower SES more negatively than higher-income families.
This is important because:
This is important because:
Teachers who see parents and families as assets have the power to motivate increased levels of involvement by simply inviting families to participate. These invitations "suggest to the parent that participation in the child’s learning is welcome, valuable, and expected by the school and its members" (Hoover-Dempsey, 2005, p. 110).
Teachers who see parents and families as assets have the power to motivate increased levels of involvement by simply inviting families to participate. These invitations "suggest to the parent that participation in the child’s learning is welcome, valuable, and expected by the school and its members" (Hoover-Dempsey, 2005, p. 110).
This is important because:
This is important because:
Our experiences shape how we understand the world around us and how we perceive the people we encounter. Although we can not change our past, as teachers we have an obligation to examine ways in which our own experiences influence how we see and engage with students and their families.
Our experiences shape how we understand the world around us and how we perceive the people we encounter. Although we can not change our past, as teachers we have an obligation to examine ways in which our own experiences influence how we see and engage with students and their families.