Parent-teacher relationships: (Record no. 10265)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02059nam a22001817a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250226112248.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 250226b ph ||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| International Standard Serial Number | 0013-5984 |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | OCT |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Wheeler Lorey |
| 240 ## - UNIFORM TITLE | |
| Uniform title | The elementary school journal |
| Medium | September 2024 |
| 245 ## - TITLE STATEMENT | |
| Title | Parent-teacher relationships: |
| Remainder of title | Factors that relate to dyadic congruence |
| Statement of responsibility, etc. | Lorey Wheeler, Karalynn Brown, Amanda Witte, Donna Chen, Susan Sheridan, Matthew Gormley, Elizabeth Brower, Sunhyoung Lee, Renata Mendes Gomes |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | Vol. 125 (1) pages 132-150 : |
| Other physical details | Illustrations: |
| Dimensions | 24 cm |
| 500 ## - GENERAL NOTE | |
| General note | Parent-teacher relationships are germane to child outcomes and are especially important when children experience social-behavioral difficulties. We used dyadic methods to assess levels and congruence in parent-teacher relationship joining (affective quality) and communication-to-other (communication behaviors). The study also examined whether teacher beliefs about parent involvement and years of experience and parents' educational attainment and ethnic-racial identity related to relationship qualities. Data come from three randomized controlled trials of a family-school partnership intervention for children with social-behavioral difficulties. Results indicated dyad levels of joining were higher than communication-to-other and identified a degree of mismatch in parent-teacher relationships. Parents reported more positive joining and communication-to-other than teachers. Parent-teacher dyads reported higher-quality relationships when parents identified as White and teachers held positive beliefs about parent involvement. Congruence was greater when teachers held positive beliefs about parent involvement and when parents had higher educational attainment. Implications for school-based family engagement efforts are discussed. |
| 653 ## - INDEX TERM--UNCONTROLLED | |
| Uncontrolled term | Parent, teachers, relationships |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Brown Karalynn, Witte Amanda, Chen Donna, Sheridan Susan, Gormley Matthew, Brower Elizabeth, Lee Sunhyoung, Gomes Renata Mendes |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Continuing Resources |
| Suppress in OPAC | No |
No items available.