Home-school partnerships from the perspectives of mothers and pre-service teachers participating in a parent-teacher communication course
Bibliographic record
Abstract
Correlational studies have consistently shown a significant, positive relationship between parental engagement in school and academic achievement. The literature further evidenced the important role of parent-teacher communication in promoting parental engagement. However, most Canadian universities do not offer undergraduate pre-service teacher education courses focusing on parents. \nThis qualitative study investigated the impact of continuous, weekly interactions between parents and pre-service teachers, within the context of a parental communication course for pre- service teachers. Focus groups, interviews, and questionnaires were used to track the evolution of parents’ and pre-service teachers’ perspectives on parent-teacher partnerships. \nBy the end of the course, pre-service teachers had gained a deeper understanding of the importance of parent-teacher partnerships, as evidenced by their ability to engage in self- reflection and problem-solving when discussing and interacting with parents. Moreover, the parents in this course gained knowledge about the educational system and felt empowered to play an active role in their children’s education. \nOverall, the findings showed that the parental communication course for pre-service teachers had a positive impact on both pre-service teachers’ and parents’ understanding of parent-teacher partnerships. Educating pre-service teachers about the importance of the parental- teacher partnership can promote increased engagement opportunities for parents in schools. This study provides evidence for the importance of including parental communication courses in all Canadian teacher education programs.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.011 | 0.003 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".