Parent–teacher meetings as a unit of analysis for parent–teacher interactions

Abstract

The attempt to establish the decisive factors in psychological research, from an idiographic perspective, firstly involves examining the meanings entailed in this epistemological paradigm. Specifically, our work sets out to assess the possibilities of using this perspective with reference to parent-teacher relationships, as expressed through parent-teacher meetings. Said meetings present their own specific features which distinguish them from all the other kinds of meetings examined in literature (clinical, orientational, educational). Since many studies on this subject (parent-teacher communications; parent-teacher meetings, parent-teacher relationships) have focused mostly on the conversational aspects, it seemed time for a deeper theoretical and methodological examination of the specific characteristics of this instrument. Parent-teacher meetings have some particular features that make them a possible subject of idiographic analysis: firstly, it is a phenomenon that occurs at the dynamic meeting point between the life experiences of different individuals, brought together by their shared focus on the same matter of interest. Here we intend to describe, from a theoretical point of view, parent-teacher meetings as a relevant object of study and a possible context for future interventions.

Emotionally Abusive Behavior in Italian Middle School Teachers as Identified by Students

“…Every school sets guidelines, but carrying out disciplinary interventions is the responsibility of the single teacher and is part of a teacher's professional role. If the need for disciplinary interventions persists on the pupil's part, Italian Educational Law has established the obligation of organizing periodical parent-teacher meetings for the purpose of discussing children's scholastic improvement on a regular basis, and to inform parents of any difficulties that may have been encountered recently, with regard to scholastic performance and the quality of pupils' relationships with teachers and peers (Gastaldi, Longobardi, Quaglia, & Settanni, 2015). The necessity for constant close cooperation between families and schools is enshrined by Article 29/2 of the Contratto Collettivo Nazionale del Lavoro (2006Lavoro ( /2009, which states, "Individual obligations include such activities as: ( .…”

Student–teacher relationship quality and prosocial behaviour: The mediating role of academic achievement and a positive attitude towards school

“…In addition, the teacher plays an important role in mediating relationships between classmates, helping them in managing conflicts within the class group, encouraging correct behaviours, and discouraging incorrect behaviours (Gastaldi, Longobardi, Quaglia, & Settanni, 2015; Quaglia, Gastaldi, Prino, Pasta, & Longobardi, 2013). Consequently, a positive student–teacher relationship can decrease the frequency of aggressive behaviours (Jungert, Piroddi, & Thornberg, 2016; Longobardi, Badenes‐Ribera, et al ., 2018; Longobardi, Iotti, et al ., 2018; Longobardi, Prino, Fabris, & Settanni, 2017; Marengo et al ., 2018) and eventually promote prosocial behaviours, which contributes more generally to a greater sense of inclusion and a positive relational climate in the classroom (Hamre & Pianta, 2001).…”

Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School

“…Studies investigating the role of STRs in promoting students' well-being and academic achievement in the perspective of attachment theory, have shown that teachers which act as a “secure base”—that is, being available, responsive and accepting of students' needs—improve their students' commitment (Hughes et al, 2008; Myers and Pianta, 2008; Gastaldi et al, 2015), competence (Baker, 2006), and favor the development of their learning interests (Hughes et al, 2008; Quaglia et al, 2013). Low-conflict relationships with teachers favor an increase in positive classroom climate and students' perceived teacher support, and a decrease in students' negative experiences (Hamre et al, 2008; O'Connor, 2010).…”