Strategies for Improving Home School communication
The research of Epstein presented a great opportunity for the teachers and parents to get to know the children with special needs when it comes to education, with the aid still of technology. The work is of significant purpose as it actually presents the differing qualities of the different communication methods, problems and possible techniques in order to address such problems. As known, children with disabilities need special attention especially in the field of education. Through the series of survey and focus group interviews, the researchers were able to justify communication problems with regards to home-school communication, as initiated by related academic researches. Examples of these identified problems include the timeliness and initiations of communication, frequency or consistency of time to communicate and the lack of knowledge and understanding among the involved parties.
A stratified random sample was rendered among 700 district schools as selected from the provided index of the US schools by the U.S Department of Education in 1986. With the purpose of determining the relative effectiveness of recommendations for the improvement of home-school communication on homework based on perceptions of the sample, the study had presented valuable implications and recommendations.
Indeed, the paper serves as a huge significance in my proposed paper as showcases different factors affecting the communication relationships of parents, schools and children with special needs. The results suggested the preferred use of written communication and other improved school approaches can be incorporated in my paper.
7. Allen, J. (2009). Effective Home-School Communication. Harvard Family Research Project. Retrieved from http://www.hfrp.org/publications-resources/browse-our-publications/effective-home-school-communication
Since not all home-school programs succeed, Allen offers an insightful material that discusses the section, which discusses the challenges while offering effective strategies for educators in order to work well with parents and families of their students. As the existence of the traditional technology and media use of schools in communicating with parents, the reality still presents a problem in these methods, most especially that most parties do not communicate.
With the use of literature review from previous relevant studies, Allen identified the criteria or characteristics of a family-school communication that would bitterly serve the purpose of student development and that would surely make a difference. Aside from this, there are suggested initiatives and revisions that practically focus on the establishment of trusting and respectful relationships among the school personnel, families and the members of the community. Some areas of challenges and its suggestions are also presented in a way that it would be applicable to the real setting. As the scope emphasizes the majority of the involved parties, the limitations can be pointed out upon instigating that these presented ideas does not thoroughly entail a successful solution if not properly taken by the specified market.
Indeed, Allen’s accounts are a very good reference in my paper’s recommendations pertaining to the use of communicating effectively with parents. It also redefines the value of motivated and willing participation in order to meet the goals.
8. Gibbons, M. (2010). Promoting Effective Home-School Connections for the English Language Learner. Academic Leadership Live: The Online Journal, 8(4). Retrieved from <http://academicleadership.org/article/promoting-effective-home-school-connections-for-the-english-language-learner->
The journal article is based from the experience of Gibbons herself, especially with her encounters on a certain ELL website that lead confusion on the parents of her K-12 English class. This is actually considered as a good venue for discussing the dilemmas related to the English learner, the technological use in rendering supposed efficient methods for learning and most importantly, the credibility and skills of the teachers upon communicating to students and teachers.
Through the descriptive and narrative lay-outs, Gibbons has presented an expose that does not only recognize the need for parent’s active participation, but as well as the school’s initiatives in order to enhance the skills of their teachers. In this manner, the author foresees a more positive regard of developing ELL class, along with the communicative methods to parents and the children. Another important detail enclosed in this article is the emphasis made on culture when it comes to relaying communication and linkages among parents.
It personally brought in the message of self-development before imposing certain efforts to be conveyed among the different parties involve, without being judgmental and bias. As to such, opening relative communication and technological improvements must also be looked into, and this responsibility does not point to the educational premises but as well as to the industry of website creations and specialists.
9. Burgess, D. (2011). Bridging the gap between parents, pupils and schools. Imaginative Minds Group: Teaching Times. Retrieved from http://www.teachingtimes.com/articles/bridging-the-gap-communication-parents-pupils-schools.htm
The section blatantly recognized the role of parents as part of the educational success of their children. As the students become responsive to the school’s planned or set activities and learning pedagogies, the parents become a major influence, that which pursues the school and teacher efforts in reaching them. With this, a historical preview was given light in which the government was perceived as the first to set out related strategies in the security of parental engagement in a white paper. It was the “Excellence in Schools”, published in 1997 that rendered 3 suggestive facets in the improvement of school and home partnership. These points are acts including the parents’ acquisition of relevant information, rendering them a voice and encouraging them to work in partnership with the schools where their children are entrusted.
Through the conducted surveys of researches involving the same topic, it was found out that some parents experience “an out of place” with regards to their children’s day-to-day student life. With this, the use of technology has been pointed out, as with the set real example of Lodge Primary School in West Bromwich, through their Schoolcomms, where communication among parents is improved through an automated electronic messaging system.
Indeed, this revelation renders an effective example in my research that also gains positive effect on the use of communication and technology for parent-school bonds.
10. Furger, R. (2002). Making Connections between Home and School: Parents Become Active Participants. Edutopia. Retrieved from http://www.edutopia.org/node/1006
This article shares the story of the Susan B. Anthony Elementary School, in Sacramento, California. It primarily instigates the home-school visit program initiated by the institution, as brought about by Sandy Smith. She is the former director of Sacramento Area Congregations Together (Sacramento ACT), which is a local community, and together with the parents’ and teachers active participation, they were able to come up with a program that would break the barrier of parent’s feeling of exclusion. This is through a home-visit program.
In this regard, the account had opened some issues and barriers that the parent’s had been experiencing that led them not to participate in school activities. With this, the objectives of the program sets to breaking these barriers and hindrances, in the hope of creating an effective home-school visit program, that shall further the relationship between schools and parents. The scope was laid among the Sacramento students, together with their teachers and respective parents. But the idea of placing such communication breakthroughs offers an idea that can be applied among its virtual readers. However, the suggestions and notions delivered in the essay do not practically and instantly present solutions as the program itself undergoes in various stages and efforts, proper directives that also requires the educational institution’s decisions.
This paper is useful in my research as it presented another problem such as the behavioral aspects, in which parents often feel not welcomed. Also, the presented programs can be crucially incorporated with innovative technologies suggested.
11. Austin, M. (2010). An Action Research Project Exploring The Most Effective Methods Of Home-School Communication. Vancouver Island University. Retrieved from http://eportfolio.viu.ca/journal/index.php/eddev/article/viewFile/6/3
It is already known that there exist different methods and strategies in the using technology for improving home-school relationships. With these, it is indeed applicable to find out which among these methods are useful and preferred by most parents, teacher or even the students.
With the use of an action research, Austin wishes to explore the perceptions of the teachers and parents through the Parent-Teacher Questionnaire, as founded by both the qualitative and quantitative methods. The research was done in six-week time among the parents and teachers of the children in Winchelsea Elementary School. With the assessments done by the researcher among the important data collected, it was found out that most participants; both teacher and parents prefer to use the email system in communication. With this interesting result, it implies to add that certain innovations using the e-mail technology can be furthered in order to serve the needs of the modern times.
But then again, it does assure the possible users of the technology when it comes to matters of availability or internet signals. While Austin’s respondents and participants are eager enough in responding to the overall research process, the results would still vary on the part where other schools might adapt such paper.
As with these informative facts, I believe that this paper is very helpful in providing the necessary details when it comes to the parent-teacher technology use.
12. Goral, T. (2000). The School-to-Home Link. Curriculum Administrator, 36(8), 38
It is already known that websites and other internet-related sites are being used by most school administrators. The web portal has proved its way in reaching parents primarily updating their child’s attendance and grades.
The study emphasizes the use of the web-based materials or materials most specifically the internet. Goral also presented the different internet programs that schools use in linking a communication line between the parents. These companies can be very useful in rendering web-based and online services among schools so that parents can access to the work of their children while in a classroom setting. The paper also presented some examples offering this kind of services like the PowerSchool, MySchoolOnline.com and K12Planet.
As the article rendered such informational venue for schools to use, these web sites and programs might also relay contrasting views depending on the school’s capacity and availability. However, the article actually presented an actual example of technological usage in the improvement of home-school relationship. For this reason alone, the article is indeed very useful to my research, on parts of presenting recommendations and testimonies with regards to technology’s degree of importance in rendering the aims of the paper. Aside from this, the paper can become a source for informing those schools of the availability of such websites for their own use.
It can be seen that schools must also allocate extra effort in utilizing these websites. Although it might require financial matters, the technical aspects are on hand lifted, especially in the operations and navigations of this kind of technology.
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