Date Approved

7-1-2004

Embargo Period

4-21-2016

Document Type

Thesis

Degree Name

M.S. in Teaching: Collaborative Teaching

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Madden, Marjorie

Subject(s)

Parent-teacher relationships

Disciplines

Elementary Education and Teaching

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.

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