The Intersection of the Classroom and the Home: Parent-Teacher Relationships of Low-Income Preschool Children
Abstract/Contents
- Abstract
- The education and care for young low-income children in the United States is a collaborative effort between school administrators, teachers, and parents. The parent-teacher relationship in particular can be a significant partnership that is not well understood for low-income, ethnically diverse families of preschool children. To better understand this relationship, this study explored with twelve parents and three teachers the factors they perceive as contributing to or impeding productive and amiable parent-teacher relationships. Communication, connectedness with the school, and perceptions of the teacher emerged as major themes for this relationship. Although limited to fourteen participants in an urban area, the results suggest preschools for low-income children would benefit from focusing on personalized and consistent methods of communication with parents, more opportunities for parent-teacher interaction, and ongoing discussion of teacher expectations.
Description
| Type of resource | text |
|---|---|
| Date created | June 2017 - May 2018 |
Creators/Contributors
| Author | Hawley, Erin |
|---|
Subjects
| Subject | preschool |
|---|---|
| Subject | parent-teacher relationship |
| Subject | low-income preschools |
| Subject | parent-teacher communication |
| Subject | graduate school of education |
| Subject | interview |
| Subject | qualitative research |
| Subject | preschool |
| Subject | preschool children |
| Genre | Thesis |
Bibliographic information
Access conditions
- Use and reproduction
- User agrees that, where applicable, content will not be used to identify or to otherwise infringe the privacy or confidentiality rights of individuals. Content distributed via the Stanford Digital Repository may be subject to additional license and use restrictions applied by the depositor.
- License
- This work is licensed under a Creative Commons Attribution 3.0 Unported license (CC BY).
Preferred citation
- Preferred Citation
- Hawley, Erin. (2018). The Intersection of the Classroom and the Home: Parent-Teacher Relationships of Low-Income Preschool Children. Unpublished Honors Thesis. Stanford University, Stanford CA.
Collection
Undergraduate Honors Theses, Graduate School of Education
View other items in this collection in SearchWorksContact information
- Contact
- ehawley@alumni.stanford.edu
Also listed in
Loading usage metrics...