PARENT-TEACHER COMMUNICATION PATTERNS CONCERNING ACTIVITY AND POSITIVE-NEGATIVE ATTITUDES

被引：0
|
作者：
Palts, Karmen [1 ]
Harro-Loit, Halliki [2 ]
机构：
[1] Univ Tartu, Fac Social Sci & Educ, Inst Social Studies, Lossi 36, EE-51003 Tartu, Estonia
[2] Univ Tartu, EE-51003 Tartu, Estonia
来源：
TRAMES-JOURNAL OF THE HUMANITIES AND SOCIAL SCIENCES | 2015年 / 19卷 / 02期
关键词：
parent teacher communication; communication patterns; parents; family school relationship; communication activity; Estonia; ACADEMIC-ACHIEVEMENT; SCHOOL;
D O I：
暂无
中图分类号：
C [社会科学总论];
学科分类号：
03 ; 0303 ;
摘要：
Taking dialogue-based communication as a precondition, this study aimed to analyse Estonian parents' attitudes towards the school communication. By using the empirical data from six focus group interviews this study proposes five communication patterns that take into consideration the degree of activity and the positive-negative attitude towards interacting with the teacher. The results showed that parents with low communication activity were concerned mainly about grades and health issues. Active parents were also discussing the feedback and evaluation system. Different patterns would enable teachers to apply different communication strategies to efficiently involve parents in supporting the development of their child.
引用
收藏
页码：139 / 154
页数：16
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