Whose Expertise?: An Analysis of Advice Giving in Early Childhood Parent-Teacher Conferences

Cheatham, Gregory A.; Ostrosky, Michaelene M.

doi:10.1080/02568543.2011.533116

Cited by 98 publications

(31 citation statements)

References 37 publications

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“…The authors concluded that due to this hierarchy, parents" expertise remained unrecognized. Forsberg (2007) also reported on the expert roles of parents and teachers, but in contrast to the study by Cheatham and Otrosky (2011), Forsberg argued that the division of responsibilities is "negotiated in terms of expertise" (p. 286). From interviews with Swedish parents and analysis of correspondence (school letters) between school and caregivers, Forsberg concluded that in educational matters both parents and teachers saw teachers as the experts, but when it came to childrearing issues, including children"s behavior in school, the roles changed and parents were recognized as the experts.…”

Section: Teachersmentioning

confidence: 91%

Partners in Parenting: An Overview of the Literature on Parents’ and Nonparental Adults’ Perspectives on Shared Responsibilities in Childrearing

Kesselring

Winter

Yperen³

et al. 2016

ISS

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The involvement of nonparental adults (NPAs) in the upbringing of children is widely considered to be important for the well-being of both children and parents. However, there has been no systematic overview of parental and nonparental perspectives toward this involvement. This study presents an overview of the international literature on sharing responsibility between parents and NPAs. A structured search resulted in the inclusion of 49 relevant publications. Limitations of the extant research notwithstanding, some generalizations about shared childrearing can be made. However, many issues relating the taboo of sharing childrearing responsibilities remain poorly understood. To break the taboo, future research should further explore the underlying sensitivities.

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Section: Teachersmentioning

confidence: 91%

Partners in Parenting: An Overview of the Literature on Parents’ and Nonparental Adults’ Perspectives on Shared Responsibilities in Childrearing

Kesselring

Winter

Yperen³

et al. 2016

ISS

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“…Family‐school partnerships, including the quality of communication between parents and teachers, have been shown to have a substantial impact on students’ success in and out of school (Cheatham & Ostrosky, ; Mautone et al., ). Communication has been widely recognized as both a facilitator of collaboration and a source of conflict in partnerships with families (Blue‐Banning, Summer, Frankland, Nelson, & Beegle, ; McNaughton et al., ; Tucker & Schwartz, ).…”

Section: Family‐school Partnershipsmentioning

confidence: 99%

“…For example, Tucker and Schwartz () reported that parents were more comfortable providing input about behaviors than about academics. Additionally, Cheatham and Ostrosky () found that during parent‐teacher conferences, teachers spoke more often than parents. Other studies have confirmed that parents’ input on goal‐setting and decision‐making are frequently ignored (McNaughton et al., ).…”

Section: Limitations In the Literaturementioning

confidence: 99%

“…A successful family‐school partnership includes at its foundation opportunities for parents and teachers to engage in collaborative efforts to address students’ challenges across home and school (Mautone, Marcelle, Tresco, & Power, ; Sheridan & Kratochwill, ). Parent‐teacher communication is an essential prerequisite for establishing and sustaining successful family‐school partnerships (Cheatham & Ostrosky, ; Dunst, ). One aspect of effective communication is the ability of parents and teachers to problem‐solve when presented with a student concern (Allen & Blackston, ).…”

mentioning

confidence: 99%

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Parent‐teacher Communication About Children With Autism Spectrum Disorder: An Examination of Collaborative Problem‐solving

Azad

Kim

Marcus

et al. 2016

Psychology in the Schools

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Effective parent-teacher communication involves problem-solving concerns about students. Few studies have examined problem solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the problem-solving behaviors of parents and teachers of children with ASD. Participants included 18 teachers and 39 parents of children with ASD. Parent-teacher dyads were prompted to discuss and provide a solution for a problem that a student experienced at home and at school. Parents and teachers also reported on their problem-solving behaviors. Results showed that parents and teachers displayed limited use of the core elements of problem-solving. Teachers displayed more problem-solving behaviors than parents. Both groups reported engaging in more problem-solving behaviors than they were observed to display during their discussions. Our findings suggest that teacher and parent training programs should include collaborative approaches to problem-solving.

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“…Lawson (2003) also found teacher self-report to reflect the importance of parent-teacher collaboration in promoting children's learning and development. It has been noted that early childhood professionals may acknowledge and refer to their own expertise during parent-provider meetings, with less of a tendency to recognize and draw from parent expertise (Cheatham & Ostrosky, 2011). It has been noted that early childhood professionals may acknowledge and refer to their own expertise during parent-provider meetings, with less of a tendency to recognize and draw from parent expertise (Cheatham & Ostrosky, 2011).…”

Section: Parents As Professionals In Part C: Support From Literaturementioning

confidence: 99%

Parent Educators in Early Intervention

Edwards

Gallagher

2014

Infants &Amp; Young Children

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In 1 state's Part C early intervention (EI) program, families are afforded a unique opportunity to connect with parent educators (PEs), parents of children who have received EI services, and who are trained to support EI families and staff with a range of tailored duties. In an effort to continually reflect and improve upon the role of PEs, the authors conduct an annual PE program evaluation with input from 4 groups of stakeholders including EI coordinators, service coordinators, parents in EI, and the PEs themselves. Findings from 3 consecutive annual evaluations are presented in this article. Although there continues to be primarily positive feedback and appreciation for the PE model, the evaluation process allows certain areas in need of improvement to be acknowledged and subsequently addressed. Considerations for evaluating a statewide initiative as well as incorporating a PE model are discussed.

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Whose Expertise?: An Analysis of Advice Giving in Early Childhood Parent-Teacher Conferences

Cited by 98 publications

References 37 publications

Partners in Parenting: An Overview of the Literature on Parents’ and Nonparental Adults’ Perspectives on Shared Responsibilities in Childrearing

Partners in Parenting: An Overview of the Literature on Parents’ and Nonparental Adults’ Perspectives on Shared Responsibilities in Childrearing

Parent‐teacher Communication About Children With Autism Spectrum Disorder: An Examination of Collaborative Problem‐solving

Parent Educators in Early Intervention

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