Relationship building practices in one rural and predominantly Latino school

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Sue Norris Hatley (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Ulrich Reitzug

Abstract: This study investigates relationships and instructional practices at one rural school. Literature suggests parent involvement creates positive relationships and impacts the academic performance of Latino students. The literature identifies practices that prevent Latino parent involvement. The purpose of this study was to identify practices that build relationships with Latino parents and students and to understand the impact of relationships on instruction. Relationships and instructional experiences are shared by Latino students and parents, teachers, and the principal. Differing backgrounds and cultural experiences create the need for cultural understanding. Implemented practices led to relationships and culturally relevant instruction for Latino students.

Additional Information

Language: English
Date: 2011
Diversity, Instruction, Latino, Practices, Relations
Parent-teacher relationships $z North Carolina $v Case studies
Hispanic American children $x Education $z United States $v Case studies
Education $x Parent participation $z North Carolina $v Case studies
Rural schools $z North Carolina $v Case studies

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