Role perceptions and communication in partnerships between preschool teachers and families

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Susan Connelly (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Judith Niemeyer

Abstract: "This study sought to illuminate the process of partnering between early childhood teachers and families. Specific emphasis was placed on how individual perceptions of roles impacted communications. Additionally the study sought to illuminate how teachers and families in early childhood settings defined meaningful participation of families. To support this examination, a conceptual framework was presented illustrating the social process of partnerships. This model of the partnership process was illustrated in the study through interviews, observations and a review of documents in five separate cases. Participants were asked to articulate the roles that they perceived each party should play in parent/teacher partnerships in preschool. Teachers and families were also asked to provide their definitions of meaningful participation in interviews. These perceptions were examined in the context of interviews as well as observations and a review of documents. The relationship between reported expectations and observed parent and teacher communication was examined. Findings in the study indicate that individual perceptions of roles become similar through the process of repeated communications within the process of partnership. Additionally, communications between families and the teacher in preschool classrooms emerge as a reflection of agreement in roles. Finally, individual perceptions of meaningful participation of families differed within each case and across the cases and thus emerged as a factor independent of the process of partnership."--Abstract from author supplied metadata.

Additional Information

Language: English
Date: 2007
chilhood, teachers, families, partnering, perceptions, roles, participation
Preschool teachers--Attitudes
Parent-teacher relationships--United States

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