Mothers’ trust toward teachers in relation to teaching practices

Lerkkanen, Marja‐Kristiina; Kikas, Eve; Pakarinen, Eija; Poikonen, Pirjo-Liisa; Nurmi, Jari‐Erik

doi:10.1016/j.ecresq.2012.04.005

Cited by 38 publications

(28 citation statements)

References 67 publications

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“…The collaborative aspect of parent–teacher relationships has been referred to by terms such as trust (Adams & Christenson, ), home–school involvement (Epstein & Dauber, ; Fantuzzo, Tighe, & Childs, ), family–professional partnership (Summers et al., ), and parent–school connection (Copple & Bredekamp, ; see also Powell, Son, File, & San Juan, ). Parent–teacher relations have been shown to be at their most beneficial for students' academic development when they represent a genuine partnership, including mutual respect, trust, and two‐way communication between parent and teacher, along with shared values and expectations about how to support the child (Christenson, ; Epstein & Sanders, ; Foot, Howe, Cheyne, Terras, & Rattray, ; Keen, ; Keyes, ; Lerkkanen, Kikas, Pakarinen, Poikonen, & Nurmi, ; Souto‐Manning & Swick, ; Vickers & Minke, ). Previous research has shown that parents' school‐based involvement (e.g., presence at parent–teacher conferences) in kindergarten predicted better literacy skills in the subsequent primary school years (e.g., Dearing, Kreider, Simpkins, & Weiss, ; Miedel & Reynolds, ).…”

Section: Environmental Protective Factors and Reading Skillsmentioning

confidence: 99%

The Role of Reading Disability Risk and Environmental Protective Factors in Students' Reading Fluency in Grade 4

et al. 2013

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This study examined the role of reading disability (RD) risk and environmental protective factors in reading fluency in grade 4. The sample consisted of 538 Finnish‐speaking students. Kindergarten measures included the students' risk for RD based on poor achievement in phonological awareness and letter knowledge as well as information on the three control variables: nonverbal ability, level of parental education, and gender. Measures in grades 1–3 included environmental protective factors: classmate reports of peer acceptance; teacher reports of positive affect for the student; and mother, father, and teacher reports of partnership between the home and the school. The students were also tested on their reading fluency in grade 4. The results showed, first, that environmental protective factors, namely, high levels of peer acceptance and positive teacher affect, uniquely predicted students' improved reading fluency in grade 4, after controlling for RD risk, nonverbal ability, level of parental education, and gender. Second, when controlling for the effects of single environmental protective factors, a higher overall number of environmental protective factors predicted students' improved reading fluency in grade 4. Third, RD risk predicted lower peer acceptance, less positive teacher affect, and lower parent–teacher partnership in grades 1–3. Finally, the effect of RD risk on subsequent reading fluency was partially mediated through the overall number of protective factors in the student's interpersonal environment.

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Section: Environmental Protective Factors and Reading Skillsmentioning

confidence: 99%

The Role of Reading Disability Risk and Environmental Protective Factors in Students' Reading Fluency in Grade 4

et al. 2013

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“…Expectancies for success predict how individuals actually manage different tasks. Children starting school typically manifest high motivation and learner self-concept (e.g., Lerkkanen et al, 2013;Wigfield & Eccles, 2000). Parental beliefs about their children's school performance have been studied more extensively during the first year of primary school (e.g.…”

Section: Children's Beliefs Concerning the Starting Schoolmentioning

confidence: 99%

Children’s beliefs concerning school transition

Eskelä-Haapanen

Lerkkanen

Rasku‐Puttonen

et al. 2016

Early Child Development and Care

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The present study examines preschoolers' positive and negative beliefs concerning their transfer into primary education. Data from 1,386 Finnish preschoolers were obtained using interviews with parents at the end of the children's preschool year (age 6). Using qualitative content analysis, the data were analysed and interpreted. The analysis revealed a total of 11 core categories, which encompassed peer relationships, relationship with teacher, learning, formal schoolwork, informal activities, comfortable school entry and no concerns. The results indicated that children's beliefs concerning their prospective school entry centred on maintaining friendships and making new friends, and that children possessed both negative preconceptions and positive expectations about their relationship with their future teacher.Concerns about managing school life were expressed by both girls and boys; however, in general, worries about school entry were not very common as nearly one-third of the children did not express any concerns. Children anticipated new learning experiences and were eager to meet more challenging tasks. The anticipation of positive learning encounters emphasises the gradual, proactive construction of children's self-conceptions as learners. Finally, some differences were found between girls and boys, as well as the type of preschool context.

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“…Some connections between child-centred practices and children's motivation have been reported (Stipek, Feiler, Daniels, & Milburn, 1995). Furthermore, recent studies have shown that parents also established more trust toward teachers who utilised more child-centred practices (Lerkkanen, Kikas, Pakarinen, Poikonen, & Nurmi, 2013).…”

Section: Teachers' Practices In the Eccom Frameworkmentioning

confidence: 99%

“…A general lack of clear and coherent activities, lessons or rules is apparent in this approach, and teachers using this method have been found to have failed in supporting children's interpersonal skills (Stipek & Byler, 2005). Somewhat less empirical work has been conducted on the importance of child-dominated practices concerning children's development and achievement (for exceptions, see Lerkkanen et al, 2013;Rasku-Puttonen et al, 2011).…”

Section: Teachers' Practices In the Eccom Frameworkmentioning

confidence: 99%