| Parent and teacher perceptions of students＇ general scholastic abilities： Effects on involvement and communication |
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| 作者姓名： | Stevens Sharon Patel Nimisha |
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| 作者单位： | [1]Department of Educational and Interdisciplinary Studies, Western Illinois University, Macomb IL 61455, USA [2]Department of Teacher Education, Wright State University, Dayton OH 45324, USA |
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| 摘 要： | Parents＇ and teachers＇ perceptions of students＇ general scholastic abilities, such as being able to complete their school work, retain what they learn, and achieve sufficiently compared to other students at their ages, were analyzed for how well they predict parents＇ forms of involvement in their children＇s education and teachers＇ forms of communication to parents. Data were collected from parents and teachers in two Title I, public middle schools in a large, urban city in the southwest. Parent involvement and teacher communication practices were measured using the ＂school and family partnerships survey＂. Parents＇ and teachers＇ perceptions of students＇ general scholastic abilities were measured using a teacher-rating version of the ＂perceived competence scale for children＂. Linear regression analyses revealed that parents＇ perceptions did not predict their involvement, nor did teachers＇ perceptions predict their amount of communication as reported by parents. Although parents＇ and teachers＇ perceptions did not predict involvement in this study, perceptions of children＇s general academic abilities should be further explored in relation to family-school partnerships. The results suggest that involvement in middle school occurs in ways distinctive from elementary school. Therefore, improved instruments are needed to more accurately measure parent involvement and teacher communication at grade levels beyond elementary school.
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| 关 键 词： | 高等教育 普通高校 大学生 就业 |
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