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An evaluation of the experimental parent teacher conferences in Pasadena elementary schools

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An evaluation of the experimental parent teacher conferences in Pasadena elementary schools

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Content AN EVALUATION OF THE EXPERIMENTAL PARENT TEACHER CONFERENCES IN PASADENA ELEMENTARY SCHOOLS A Thesis Presented to the Faculty of the School of Education University of Southern California In Partial Fulfillment of the Requirements for the Degree Master of Science in Education by Alice Hubley Wilson August 1947 UMI Number: EP55470 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dlss®rtafen Rjblishing UMI EP55470 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106 -1346 ^ get I f ? Date. Dean Guidance Committee Chairman This thesis, w ritte n under the direction o f the / C hairm an of the candidate's Guidance Com m ittee and approved by a ll members o f the Comm ittee, has been presented to and accepted by the F a cu lty of the School of Education of The U niversity of Southern C a lifo rn ia in p a rtia l fu lfillm e n t o f the requirements fo r the degree o f M a ste r o f Science in Education. ACKNOWLEDGMENTS To Dr. Margaret Bennett and Dr* Georgia Sachs Adams, Pasadena City Schools, for permission to use questionnaires developed by them and for their guidance and criticism which have been helpful throughout the progress of this study. To Mrs. Helen M. Stone, Pasadena City Schools, for her help in reviewing the manuscript* To Dr* Edward H. LaFranchi, University of Southern California, whose cooperation and guidance in this study has been very valuable. TABLE OF CONTENTS CHAPTER PAGE I. INTRODUCTION • . * .......................... 1 The problem . 2 Statement of the problem . . . . . . . . 2 Limitations of the study . 2 Delimitation of the study............... 2 Definition of terms .............. 5 Parent-Teacher Conference ... ........ 3 Conferenoe-letter plan ..... ........... 4 Letter report................... . • • 4 Elementary school ...................... 4 Released time .................... 4 Importance of the study .......... 5 Related studies ..... 5 Organization of remainder of btudy.......... 12 Methodology ............................ IE Preparation for conferences.............. 13 The holding of the conference ....... 13 Goals achieved through the conference . . . 13 The extension and improvement of the confer ence 13 Summary of study . . . . . . . . . . 14 II. METHODOLOGPy................................. 15 iv CHAPTER PAŒS The background * .......................... 15 Background of school A ................. 16 Background of school B ............... 17 Background of school C ................. 18 Background of school D ................. 18 Sources of d a t a ......................... 19 Responses on parent's questionnaires • • # 21 Responses on teacher's questionnaires • • 24 Procedure . . . . . . . . ........ 24 IIX. PREPARATION FOR CONFERENCES................ 28 Preparation made by the parent ... . . . 29 The question in parent's questionnaire . . 29 Results by schools...................... 30 The bulletin........................... . 32 The question in parent's questionnaire • • 32 Results in total .................. 35 Further assistance from schools ..... 33 Sources of information used by teacher . . . 36 The question in teacher's questionnaire . 36 Results......................... 36 Reply to growth report . ’ . . . . ........... 38 The question in parent's questionnaire • . 38 Results............................... 39 CHAPTER Jottings made by teacher............... Previous letter report used by teachers Question in teacher’s questionnaire • • Responses received from teachers • • . • Comparison of preparation made by parents and teachers ...... .......... Summary of use of letter report in preparing for conferences ...... IT. THE HOLDING OF THE CONFERENCE............ Length of conferences .......... The question in parent’s questionnaire . Results............................. Parent’s reaction to length of conference Teacher’s reaction to length of conference Week best for shortened school days Responses from all the schools . Week to shorten for conferences Number of conferences to be held daily Parent’s attendance at the conference Results in total .......... Question in teacher’s questionnaire Results in total .................... Value of shortened day . ............ ... V PAGE 59 40 40 40 42 43 45 45 45 46 46 49 50 50 51 53 54 55 56 56 57 Vi CHAPTER Summary . . . # ............ V. GOALS ACHIEVED THROUGH THE CONFERENCE Goals achieved by parents .......... Goals achieved by teachers •••••• Recording data secured from conferences Data for record folder ............ Statement of plans ........ Meeting needs of individual children • Parent’s plans to meet child’s needs . New plans to meet child’s needs Parentfe follow through plans made before conference ................ ........ Illustrations received from parents • • Summary ............................. VI. THE EXTENSION AND IMPROVEMENT OF THE CONFER ENCE .................... Teacher’s opinions on extension of plan Response and comments by teachers ... Parent’s opinions on extension of plan . . Teacher’s suggestions for conference plan Nummary .............. VII. SDMMART AND CONCLUSIONS ................ Restatement of the findings of the preceding 59 62 62 65 70 71 71 74 75 75 76 77 79 82 82 82 87 96 107 vil CHAPTER PAGS chapters ••••• 107 Preparation for the conferences.... 107 Reply to the letter report •••••••• 108 The holding of the conference...... 109 Goals achieved through the conference . . 110 Recording data......................... Ill Meeting children’s needs ......... HE Extension of the conference........ 113 Conclusions ofthe investigation ......... . 114 Further problems to be studied........ 116 Recommendations to the Pasadena City Schools 117 BIBLIOGRAPHE ......................... 119 APPENDIX...................A ..................... 123 APPENDIX B . ........................ 127 APPENDIX C ................... 130 LIST OF TABLES TABLE X. Parent’s Response to Questionnaire II. Responses Received But Not Tabulated III. Teachers Responding to Questionnaire . . • IV. Preparation for Conferences Made by Parents V. Length of Conference for All Schools . . . VI. Number of - Conferences Held Back Each Week • VH. Teacher’s Opinion on Extension of Conference Plan .................. VIII. Parent’s Opinion on Extension of Conference Plan ............................ PAGE B2 23 25 31 47 52 84 89 CHAPTER I INTRODUCTION Closer cooperation and understanding between parents and teachers has been the aim of the elementary guidance department in Pasadena for a number of years# Since the 1930’s conferences have been suggested as a means of meeting this need# At that time detailed bulletins were issued to teachers with specific suggestions for conducting conferences from the initial opening of the interview to the recording of data after the parents* departure. Since that time new growth report forms have been developed providing for the comments of both teachers and parents. Informal letter reports sent home by the teachers at the beginning of the semester and the usual growth report at the end of the semester was the next step. Conferences were to be combined with the letter, but the initiative was left to the teacher or parent. Due to the war, to parents working, and to transportation difficulties, this plan was not widely followed. Therefore, the experimental plan for Parent-Teacher Conferences was introduced in four Pasadena Elementary Schools in September 1946 to meet this need. I. THE PROBLEM Statement of the problem. It was the purpose of this study (1) to evaluate outcomes for the experimental plan for Parent-Teacher Conferences in the Pasadena City Schools as evidenced by teacher and parent responses to questionnaires regarding various aspects of the program, and (2) through such evaluation to locate the major strengths and weaknesses of the experimental plan as evidenced (through statistical summaries of responses, qualitative evaluation of responses and #e comments in the questionnaire, and (3) to secure evidence as to the advisability of extending the experimental plan to other elementary schools in the system. Limitations of the study. The extra work entailed by this experiment was carried by the teachers along with the regular classroom load except for a minimum day for one week in which some of the conferences were held. The re mainder of the conferences were held after the regular school day. In addition the in-service training of the teachers who conducted the conferences w#s necessarily limited to the number of available meetings. Delimitation of the study. Although the conference plan includes the discussion of pupil achievement with par ents, the plan did not replace the growth report system used in Pasadena; therefore, no attempt will be made to compare it with any reporting plan. The study will be confined to the results of the questionnaires and the opinions of those closely connected with the experiment. Four elementary schools in Pasadena were used for this study and questionnaires were sent to the teachers and parents who took part in the Parent Teacher Conferences. Definition of terms. Parent-Teacher Conferences. Throughout this report the term, Parent-Teacher Conferences, will refer to the meetings by appointment of the parent and teacher.. The purpose of these conferences will be under stood to be; To discuss the child’s progress and development less hurriedly than is uusually possible in the regular school schedule. To increase teacher and parent understanding of the child’s interests, abilities and needs. To plan the most helpful program for the child to meet his needs of growth and development Each Parent-Teacher Conference includes a Conference Letter Report defined in the next paragraph. ’ ’The Parents’ Part in the Teacher-Parent Conferences.” (unpublished material presented to parents by the Pupil Personnel Department, Pasadena City Schools, October, 1946), p. 1. Gonference-Letter Plan. This plan is understood to be a part of the Parent-Teacher Conferences. Letters are written to the parents by the teacher in which the result of her study of the child is reported. #iile the letters may be presented prior, during, or after the conference it is recommended that they be presented to the parent at a con ference between parent and teacher where they can be dis cussed. Letter Report. This report is a letter written by the teacher to the parent concerning results of the study of the child at school. The teachers section is called ”Your Child at School.” Parents are asked to reply to the report on the reverse side entitled "Your Child at Home." This report is referred to as one of the growth reports. Elementary School. The elementary school in this study will refer to the grades 1-6 follov/ing the established system of the Pasadena City Schools. Kindergartens are found in all the elementary schools but were not included in this Released time. School was dismissed at the four schools at which the Parent-Teacher Conference experiment was conducted at 2:30 each day for one week. Released time was the name given to this period. In some cases in this study the term shortened day will refers to released time. Importance of the study. An analysis of the farent- Teach er Conferences is important to the Pasadena City Schools to ascertain if this plan should be extended to all the elementary schools of Pasadena. Based upon statistical data derived from the questionnaires, recommended changes to make the plan more effective will be included. An attempt has been made to show how techniques may be improved. The reactions of the parents and the teachers to the conference plan will be shown in this study. To education, this study should contribute statistical data about the effectiveness of the parent-teacher conference in the elementary school. It should provide information for more effective cooperation between the home and the school. It should reveal the effects of a planned parent-teacher conference where definite parent and teacher preparation was made for a conference concerning each child enrolled in the school. II. RELATED STUDIES A careful survey was made of the material relating to parent-teacher conferences. Although the material appears to be very limited, several studies have been made in this 6 field. These studies are closely related to the parent- teacher conferences in that they form a basis for the meeting of parent and teacher in order that both may work together to solve a problem. Conner, in his recent dissertation to discover if it is desirable for parents to be informed about school life and activities of their children, attempted to solve these problems; 1. Gan teachers enlist active parent interest in educational activities? 2. Will such participation have other beneficial results? 3. Will such participation affect the academic achieve ment of children? 4* Will parent education in school activities enrich home enrivonment? 5. Will parent interest stimulate improvement in the classroom? ^ The parents of pupils in the 4th, 5th, and 6th grades of three medium sized elementary schools participated in two hour weekly conferences with teachers for one semester. A control group of four other elementary schools was used with progress checked by match pair technique. It was found that more than one-half of the parents invited to participate did so. The pupils in the experimental group made mean gains in academic achievement significantly ^Conner, Jay Davis, ’ ’The Effect of Parent-Teacher Cooperation in the Study and Planning of Educational Activities upon the Progress of Pupils in School," unpublished Doctor’s Dissertation,:.UniversityÎof Southern California, Los Angeles, June, 1946# higher statistically than those of the control group. A gain was mad© by those in the experimental group in personal- social status, and increased provision in the home for educa tional experience. In addition, the experimental classes rated superior to the control group in quality of pupil participation in learning activities.^ Conner recommends that: All elementary schools make definite provision for teacher demonstration and parent observation and discussion of activities. Schools make provision for more accurate diagnosis of the personal-social status of pupils, to ensure a better adjustment. Recommended that educators take a more active interest in identifying those factors in the home environment that influence personal security of children and pro vide opportunities for educational experience.^ Bell, in the leading article of "The School Guidance Worker” discussed parent interviewing. He states: The Director of Guidance for the Ontario Department of Education has , said that the objective of Guidance is the full development of each pupil to the limit of his abilities and capabilities, so that he may leave the school to enter the world of work, equipped to perform a service worthy of his talents. This is a high objective and even to aim at it, we must use all forces available, which tend towards such development. One of those forces is parent interviewing, and .in my limited experience with it, I am convinced that it is a very potent force. It not only has value ® Ibid. ^ Ibid. g to the pupil, but also to the parent and to the counsel- lorrin their plan for the pupil’s improvement. To the pupil, it is often a revelation to realize that his parents and his teachers are pujling together for his benefit. Although both parent and teacher have the same goal— the development of the pupil— they have too long pulled in different directions to attain that goal. The parent has sent the child to school, and has probably placed full responsibility for his education on the teacher. If he fails, the teacher has been to blame. On the other hand, the teacher may be inclined to place the blame for poor study habits on lack of home discipline. The child is quick to sense this divergence of opinion and may, if he can, play the one against the other. Con sider, then, the effect on the pupil of the realization that the parent and the counsellor have finally got go- gether in mutual understanding to evolve ways and means whereby their combined efforts may be more effective in the plan for the pupil’s progress. To the parent, such an interview may be very worth while in that the teacher^counsellor may be able to offer him valuable suggestions.^ Examples of the advantages of parent interviews are discussed in later chapters. It is pointed out that a better understanding of all conditions of the child’s background and resulting problems contribute to a better parent-teacher re lationship and greater help to the child. This investigator realizes that the time required for parent conferences may create difficult problems but urges that careful consideration be given this problem. D’Evelyn has presented an excellent monograph on ^Bell, J. W., "Parent Interviewing," The School Guidance Worker, XI, Vol. 2 (February, 1947) p. 1. # parent-teacher conferences in which actual conferences with the identifying data disguised are discussed. Each confer ence is preceded by a statement of the preparation made by the teacher. This consisted of two steps; (1) Becoming familiar with all available information regarding parent and child; and (2) considering the dynamics implicit in the specific situation, and the aims or purpose of the conference.^ A following analysis of the techniques used, cues to the child’s behavior patterns, and comments, give a complete picture of the conference and its implications. Following chapters suggest means of recording the conferences, implications which must be considered in order that a successful program may be carried on, and a summari zation of general guides for conferences. D’Evelyn points out that: If the school accepts its responsibility for the personality growth of the child as well as for his intellectual growth, and it is recognized that this means working closely with the parents, it is obvious that parent-teacher conferences are not an adjunct to the school program or curriculum but an integral part of it. As an integral and vital part of the school curriculum, conferences cannot be relegated to after- school hours, when teachers are weary from a long day’s work, with possibly more hours of preparation for the next day’s work still ahead. They must become a part of the regular program, and time must be set aside for them 6d ’Evelyn, Katherine E., "Individual Parent-Teacher Conferences, A Manual for Teachers of Young Children," Practical Suggestions for Teaching, No. 9, New York; Bureau of Publications, Teacher’s College, Columbia Univer sity, 1945, p. 3. 10 just as time is set aside for the various school activities.^ The Conference-Letter Report in the Pasadena City Schools was one phase in the development of the Parent- Teacher Conference Plan. A study was conducted by the use of questionnaires and reported in three unpublished bulletins. These bulletins are "A Summary of Parent and Teacher Comments on Our Growth Report Plan," graphs entitled "Parents’ Re actions to Conference-Letter Reports," and tables entitled "Evaluation of Conference-Letter Reports by Parents, Analysis by Schools." This study indicated that parents favored this plan in that 74 per cent found the teachers’ letters very helpful, 24 per cent found them moderately helpful while only 2 per cent found them of little or no value. Approximately this same percentage applied to the opportunity of parents to give information to the school. In answer to the question "How valuable do you feel it is to have some means of written exchange of information be tween parents and teachers early in the year concerning the strength and needs of children?" 44 per cent of the teacher stated that it was very valuable, while 44 per cent rated it as moderately valuable and 13 rated it as of little or no value. All the principals rated it very valuable. 7Ibid., p. 92. 11 Another question which has direct bearing on the present study was "If such a written exchange of information is valuable, do you feel that our present plan is satisfactory?" The response of 12 per cent of the teachers was that it was, highly satisfactory, while 61 per cent replied that it was about as satisfactory as any other means that could be de vised, and 27 per cent stated that it was not as satisfactory as a more formal check list. The reaction of the principals to this question showed 25 per cent found the plan highly satisfactory and 75 per cent found it about as satisfactory as any other means that could be devised. Direct comments of the parents and teachers are sum marized in the bulletin "A Summary of Parents and Teacher Comments on Our Growth Report Plan." They considered the plan helpful and offered specific suggestions to make the letters more definite by giving new information wherever possible. Many parents wanted a combined letter and achieve ment report. In this report parents indicated that they wanted an opportunity for conferences with the teachers. This meant that they wanted a definite appointment, not just a. "A Summary of Parent and Teacher Comments on Our Growth Report Plan," "Parents’ Reactions to Conference- better Reports," and "Evaluation of Conference-better Report by Parents, Analysis by Schools," (Unpublished bulletins, Pasadena City Schools, n.d.). 12 chance meeting at P. T. A. or open house. Teachers liked this type of report because it became a diagnostic report which helped them clarify their impress ions of the child. Many suggestions that pupils help in pre paring the reports. Principals were very much in favor of this plan and had a number of important suggestions. Indication was found here of need for conferences in connection with the report. One suggestion was that more in-service training be given to help teachers prepare more adequate reports. III. ORGANIZATION OF REMAINDER OF STUDY The presentation of the remainder of the study will be organized into the following chapters: II Methodology, III Preparation for Conferences, IV The Holding of the Conference, V Goals Achieved through the Conference, VI Should the Conferences be Extended in the Pasadena Elementary Schools?, VII Summary of Study, and Appendix. Methodology. This chapter will include a statement of the background of the problem in the Pasadena Schools. The sources of data presented show that the materials in this investigation were collected from four general sources: (1) related literature, (2) results of parent question naires, (3) results of teacher questionnaires, (4) summary 13 of opinions of the principals of the schools studied. The method of procedure and a treatment of findings will be dis cussed here. Preparation for Conferences. This chapter will deal with these phases of the questionnaires sent to both parents and teachers concerning the problems of preparation. Tables will be included here so that a clear picture of the results may be readily seen. Conclusions will be drawn from the data presented in the charts and tables of this chapter con cerning this phase of the study. All tables will be presented in such a manner that the comparison between schools may be easily noted. The holding of the conference. The physical set-up of the conference will be discussed here. Questions from both parents and teachers questionnaires will be considered. Tables will be presented to show the results by totals. Goals achieved through the conference. Analysis of the parent and teacher responses with the questions prstain ing to goals achieved through the conference will be the subject of this chapter. Statistical treatment of this ma terial will be presented. The extension and improvement of the conference. A 14 discussion of the extension of the parent-teacher conference plan in Pasadena may be divided into three phases. The first phase will deal with conference extensions as shown by the results of the questionnaires. The second phase will dis cuss the suggestions advanced by.parents and teachers to im prove the conferences. The third phase will deal with the evaluation and suggestions of principals concerning the con ference plan. Summary of study. A restatement of the findings of the preceding chapters will be the first section of this chapter. The conclusion of the investigation will be treated here. Further problems which might be studied will be sug gested. Recommendations to the Pasadena City Schools re garding parent-teacher conferences will be discussed. CHAPTER II METHODOLOGY This chapter will be divided into three sections consisting of background, sources of data, and procedure. Tables,are included in this chapter stating the number of responses received to the parents’ questionnaire and to the teachers’ questionnaire* I. THE BACKGROUND Parent-Teacher Conferences were preceded in Pasadena by the Conference Letter Plan. A detailed analysis of this plan will be found in the preceding section on Related Materials. This plan still forms an integral part of the Parent-Teach er Conference Plan because a letter report is given to each parent in connection with the conference. In some cases statistical information will be given from the findings on the Conference Letter Plan where they apply to the present study. Four Pasadena elementary schools were asked to take part in the Parent-Teacher Conference experiment. Two large schools and two small schools were selected. The schools will be preferred to hereafter by the letters A, B, C, and D. Released time was to be given to the teachers during one week 16 so that they could hold some of the conferences. This meant that the school day was shortened and the children dismissed at 2:30 for one week. Teachers were to complete the confer ences between the 6th and 10th weeks with a few conferences completed after this time if necessary. The principals of Schools A, B, C, and D were asked to submit information regarding the background of their schools relating to the following questions: (1) racial composition, (2) economic status of families, (3) social background of school population, (4) relationship between parents and school, and (5) turnover in the school population. Background of School A. This school has a racial composition of practically 100 per cent white children. There are four Mexican children listed in this population but that is the only deviation. The economic status of the family is average with some lows ranging to some of the higher. Social background of the school population is varied with some high ranging down to homes of most limited culture. This indicates a fairly even range from low to high. Parents indicated a very favorable reaction to the reports which in turn has brought about a closer relationship between the home and the school. No difficulties or unfavorable reactions have been encountered in this regard by the principal. The turnover in school population is very high. Out of 112 new 17 pupils 81 transferred. This high turnover is attributed to the difficulty of finding suitable housing in this district. Background of School B. A racial composition of 100 per cent white children is listed for this school with no children of other races enrolled. Economic status of families is above average ranging to the high. There are very few poor in the school community so that no welfare work is needed in this district. The children in this school are from homes where the parents are cultured and are largely engaged in pro fessional, or semi-professional work, or in business. There are a few children, however, whose parents are employed as gardeners on estates. Thirteen years of school is the average among parents with many college graduates to be found among them. A very close relationship between the home and school is found here. An outstanding number of fathers attend meet ings and at evening P. T. A. meetings about 50 per cent of those attending are fathers. A father’s council has been or ganized in this school and extra meetings with parents are called often. Parents make frequent visits to the school and are intelligently critical of school procedures. The feeling among parents is that they want the best possible education for their children. They prefer more academic work. The turnover in this school population is very low with not over 5 per cent change a year due to the very high percentage la of home ownership to be found in this district. Background of School C. Racial composition in School C is practically 100 per cent white with only one negro . child enrolled. The majority of the children come from homes of average economic status, while the remainder are from homes above average financially. The range is to the high but not the very high. There is a substantial home-owning group in this school. The social background is a little above average in culture.. Parents are professional people, business execu tives, with some in the laboring class. There is a wide range running towards above average. College graduates among parents are well represented in this school. There is very close cooperation and fine relationships between parents and teachers, with an active and strong P.T.A. There were no difficulties in making the experiment with about the usual number of non-contacts to be expected in any such experiment. The turnover in school population is about 15 per cent which is low. This low turnover is due to the stability of a home- owning population. Background of School D.- Racial composition of School D. is 98*8 per cent white with .8 per cent Mexican and if per cent Oriental. The pupils come from average upper middle class families with the exception of forty-five children 19 from a Church Home. There is a high-home ownership ratio to be found in this school district. The social background of the school population is that of good average culture. The relationship between parents and the school is exception ally cooperative with a very close relationship; so much so, in fact, that some parents considered the conference letter idea unnecessary. The parents are eager to have the best of educational opportunities for their children and arrange their own informal conferences at the school whenever they want them. One problem which the school finds is to limit the length of these conferences. No difficulty was exper ienced in making the experiment. Turnover in school popula tion is very low due to the high number of home owners to be found in the school. II. SOURCES OF DATA Meetings for the parents of children in schools A, B, C, and D, were held to present the experimental plan of the Parent-Teacher Conferences. Parents were asked to par ticipate in the plan. A bulletin was given to each parent to help him prepare for the conference.^ A definite appointment was made for a conference be tween the parent and teacher at a stated hour and place. ^Bulletin reproduced in the Appendix. 20 Either the teacher or the P. T. A. mothers made these arrangements for half-hour periods. The conference itself was to be a friendly and infor mal meeting of the parent and teacher to provide an opportunity for both to learn more about the child in a confidential at mosphere. Parents were asked to study the bulletin in which suggestions were given for a careful study of the child. At the conference these points were discussed by the teacher and parent.2 After the conference all parents taking part in the experiment were sent a questionnaire and asked to record their reactions to the conference. The information was to be strictly confidential. Parents were asked to return the questionnaire unsigned in an attached envelope to the child’s teacher. Each teacher collected the questionnaires from her room and forwarded them unopened to the office of the Re search Coordinator. The results of these questionnaires con stitute the first source of data. In like manner the teachers were asked to record their reactions to the conference plan on questionnaires pre pared for them. These were to be sent to the office of the Research Coordinator unsigned. The results of these question naires form the second source of data. 21 The principals of the four schools were as^ked to voice their opinions of this plan orally and these opinions were recorded at a conference held with the Director of Pupil Personnel. This record forms a third source of data for this study. Responses on parents’ questionnaires. Teachers were asked to hold conferences with all parents of pupils new to their rooms. In many cases the teachers went further than this and held conferences with the parents of all the pupils in their rooms. To all parents who met for a conference questionnaires were sent. The response to these question naires is shown in Table I. The total number of pupils in schools at the time of the,experiment was 1,339. This number was divided among the four schools as shown in Table I. The number of new pupils in all the schools was 394. The total number of con ferences held was 1,119. The total number of responses re ceived among the four schools was 737. A comparison between the number of conferences held and the number of responses shows that 66 per cent of the parents replied to the question naires sent to them. Some questionnaire responses were received which could not be tabulated for various reasons. Table II gives the reasons for not tabulating the questionnaires with the number 22 TABLE I PARENTS RESPONSE TO QUESTIONNAIRES School Number pupils in school Number new pupils Number conferences Number responses A 508 103 453 283 B 132 45 128 90 C 517 207 392 255 D 182 39 146 209 Total 1339 394 1119 737 23 TABLE II RESPONSES RECEIVED BUT NOT TABULATED Reason Schools A B C D Not present during conference time 4 ^ 1 Not asked to attend conference 1 2 Could not attend— illness, etc. at home 7 6 2 Could not attend but likes plan 1 Could not reply- but likes plan 2 Questionnaire not answered— aproves plan 1 Questionnaire not answered— disapproves 1 Not enough responses— only top page 6 1 Questionnaire returned with no answers 1 1 Mother not home to reply Totals 18 1 15 3 24 of questionnaires involved for each school. Schools A and C, the largest schools, had the most replies from School A and fifteen replies from School B. Schools B and D, the smallest schools, had a response here of one and three, respectively. Ihen the responses for all these schools are added to the total received for the tabu lated questionnaires the percentage of response becomes 69. Responses on Teacher’s Questionnaires. The teachers were asked to fill in a questionnaire giving their frank opinion of the way the conferences affected their work. This response was invaluable in analyzing the effects of this problem and gratifying in that a large number of teachers responded in detail.\ Table III shows the number of teachers in the school, the number of teachers responding by questionnaire, and the percentage of responses by schools. The four schools had a total of forty-four teachers and forty-one of these teachers responded to the question naire. One. large school and one small school had a 100 per cent response. The total response for all the schools was 94 per cent. Ill. PROCEDURE The questionnaires were classified according to grade. 25 TABLE III: TEACHERS RESPONSIMG TO QUESTIONNAIRE School Number teachers in school Number teachers responding Percentage of responses A 14 14 100 B 5 5 100 C 18 16 89 D 7 6 86 Totals 44 41 93 26 room, and school and then tabulated. All material and com ments were recorded and a master tabulation made for each school. This master tabulation was then organized according to grade and questions. The four master tabulations were then combined according to question for purposes of analyza- tion. Teacher questionnaires were tabulated according to ’ grade and school. In this case a master tabulation was made by question for the four schools involved. Statistical analyzation was made between the results of the four schools when deemed advisable. Generally speak ing it was found that the information was best represented through percentage comparison. Each answer to each question was considered in this analysis. It was most important to compare the results in the four schools for each question and in each case this was done. In some cases comparison was made with the earlier Pasadena study where information applied. This was espec ially true in comparing the responses to similar questions. Material in this study will be recorded in table form appropriate to the findings. These tables will show the response of each school to the particular question under discussion. In all cases an attempt has been made to ac hieve clarity and to present data in understandable form. 27 The tables are set up in such a manner that comparisons may be made easily. Direct quotations will be made from the questionnaires but in cases where names have been used in the questionnaire reply, these have been deleted to preserve the identity of the writer. In many cases opinions will be summarized and reported in that manner. All questions in the questionnaires will be treated in this study but emphasis will be given to those having direct bearing upon the extension and improvement of the conference plan. In cases where the responses are relatively equal in all the grades, the results will be reported accord ing: to school. Discussion will be based upon the questionnaire responses in all cases. An attempt will be made to analyze responses in the light of their relation to the study. All recommendations will be evolved through this method. CHAPTER III PREPARATION FOR CONFERENCES This chapter will be devoted to the kinds of prepa ration made by parents and teachers for the Parent Teacher Conferences. A bulletin was sent to the parents in which various suggestions were made concerning this preparation. The following introduction in the bulletin helped to give them a better understanding of how to meet the child’s needs. Since better understanding of the child is one of the chief purposes of the conference, parents should review and perhaps jot down some of the most significant information regarding their child. This may include interests, achievements, probable abilities, health, and relationships with others. ¥e should remember that each child is different from every other child in his possibilities and in his rate of growth. Also, that it is normal for everyone to have both strengths and weaknesses and some problems of adjustment. Our goal should be to improve our understanding of the child in order to help him to grow, to learn, and to live as happily and effectively as possible.1 Three questions from the questionnaire sent to the parents and two questions from the questionnaire sent to the teachers comprise this chapter. They are considered in this order, ’ ’ What kinds of preparation did you make for the l”The Parents’ Part in the Teacher-Parent Conferences.” (unpublished materials presented to parents by the Pupil Personnel Department, Pasadena City Schools, October, 1946), p. 1 29 the conference?” ^ ”Did you feel that the bulletin concern ing conferences helped you to prepare for your interview?” 3 ”Check the sources of sources of information you used in preparing for the conferences.” ^ ”Did you reply to the letter by entering on the reverse side information concern ing ”Ybur ^hild At Home?” ^ ”To what extent did you pre viously prepared letter report serve as a basis for (a) Organizing pertinent information about the child, (b) Initia ting the interview with the parent on a professional basis?” ^ I. PREPARATION MADE BY THE PARENT The Question in Parent’s Questionnaire. %at kinds of preparation did you make for the conference? (Check any type of preparation made.) (238) 7 Made jottings concerning the points listed in the bulletin. (382) Discussed your child’s needs with other parent. (169) Discussed with your child the problems which you planned to present at the conference. ( 38) Other preparation.® (157) No answer to question. ^Evaluation of Experimental Plan for Parent-Teacher Conferences, Questionnaire for Parents, Question 9. ^Op. cit., Question 8. ^Appendix C, Question 7, Teacher’s Questionnaire. ^Appendix C, Question 10, Parent’s Questionnaire. ^Appendix G, Question 8, Teacher’s Questionnaire. '^The figures in parenthesis are totals from the ques tionnaire results. This method will be followed throughout the study. 8 Appendix C, Question 9, Parent’s Questionnaire. 30 Results by schools. This question was set up in such a manner that parents might check several answers. In addition a space was given for other comments. Table IV lists the kinds of preparation made by parents in each of the four schools. True significance of this question may be seen by comparing the total results in percentage form. It is found that 33 per cent of the parents made jottings from the bul letin, 52 per cent consulted the other parent, 22 per cent consulted the child, 4 per cent made their own notes, 2 per cent did not make any preparation, 6 per cent added comments, and 21 per cent did not reply to the question. It is note worthy that slightly over half of the parents consulted the other parent, and that almost a fourth consulted the child. About a third of the parents made notes from the bulletin while only 2 per cent of the parents responding to thee s question did not make any preparation for the conference. The majority of the comments indicated that the parents had given careful study to the bulletin and had used it as a starting point in studying their child. Several parents had consulted others about their problems. Parents had suggestions to offer as shown in these comments. ”I sent a detailed letter to the teacher a day or so before the conference.” ^ ”Allow the teacher’s letter to 31 TABLE IV PREPARATION FOR CONFERENCES MADE BY PARENTS Type of preparation Schools Totals A B G D Bulletin jottings 107 36 58 37 238 Consulted other parent 147 . 46 131 5& 382 Consulted child v 14 63 24 159 Made own notes 11 3 7 7 28 Made no preparation 5 1 3 4 13 No answer to question 53 16 62 26 157 32 precede the conference by a day or two to enable the parents to perceive some of the meaning of it in the child, Mien we are so close some things escape us.” TO Comments were made which illustrate the excellent understanding between parent and child concerning problems of the home and school. This comment by a mother of a 5th grade girl is consequential. I asked my child if there was anything that troubled her that she would like me to ask her teacher about, that she didn’t feel free to. Too, if there was something especially nice about; school T could compliment the teacher on. There was % ^ T1 II. THE BULLETIN The Question in Parent’s Questionnaire. Do you feel that the bulletin concerning conferences helped you to prepare for your interview? (200) A great deal 382} To some extent 84) Little or none ( '52j No answer ( 18) Comments What further assistance could the schools have given you in helping you to prepare for the conference? T2 ^Response from Parent’s Questionnaire, No. 8?4* 10— Response from Parent’s Questionnaire, No. 623* TTpesponse from Parent’s Questionnaire, No. 817. 12 Appendix B, Parent’s Questionnaire, Question 8. 33 556) No answer 8Ï ) ' Comments [103) None wanted Results in total. A comparison of the responses by- grade and school indicated that in all cases the percentage of response was about the same. For this reason a compari son is given in percentage for all the schools. A great deal of help was given to 27 per cent of the parents by the bul letin, while 51 per cent received some help, and 11 per cent received little or no help. Comments were made by 2 per cent of the parents and 7 per cent did not answer the question at all. About 1 per cent of the parents answering the ques tionnaire did not receive the bulletin as indicated by the comments to this question. A few parents indicated that the teachers did not follow the procedure suggested in the bul letin. One parent felt that although the child had no special problems the bulletin should be kept for further reference. Further assistance from schools. The results of the tabulation are significant because 76 per cent of the par ents did not reply to the question. In addition 14 per cent stated that they did not want any further assistance from the schools. Comments were received from 11 per cent of the parents. Responses from all schools indicated the same 34 percentage of replies so that the above figures were given as totals. Nineteen parents showed concern over the progress of their children and suggested that a report on the pupils’ progress be sent to them before the conference. Comments were made about the form of the letter reports and sugges tions were received to make the reports more specific so that a clear understanding of the child’s strengths and weaknesses could be gained. Several parents suggested that a report of standard requirements for each school grade be sent to the parents so that each parent could have a guide in checking the progress of his own child. Several parents commented on the report card system in connection with the conferences. This comment illustrates this point: I am heartily in favor of the conference plan and do appreciate the cooperation and sympathetic understanding which every teacher has shown in our child. If it were not for the personal contact with the teachers we would not know fully about our child’s progress. I regard the conferences absolutely necessary as long as the schools use the vague type of report cards we have received to date. Yet even with an adequate report blank, I should welcome personal conferences'with the teachers to under stand the problems of each other as well as the child’s possibilities and. needs. I vote for better report cards which would con« serve the teacher’s time and say more to parents.13 35 Twenty-three comments were received concerning the bulletin, with eleven of these parents not receiving it for various reasons. Five parents stated that the bulletin covered everything and that it was all that was needed in preparation for the conference, while six parents felt that the bulletin was not used enough in the interview. This comment seems to prove the point: No teacher I interviewed checked through the bulletin with me. Made no reference to its contents or ray possible notes on it. Perhaps it was not a _ loss, but it was disappointing. One felt, ”Miy bother?” ^4 Fifteen parents reported that the school had done all it could to prepare for the conferences and that the teachers did as much as possible to make the conferences very infor mative. Several parents believed that no preparation at all was necessary for the conference and that the discussion should be of a spontaneous nature. Comments were made about the meeting at which the plan was introduced and all par ents mentioning this found it to be very valuable. Suggestions were given to introduce a period of ob servation of the child in his school environment into the program by five parents. Some said that the child should be studied by his parent in subjects where he was finding difficulty, and most commented they wanted to see the child at work and play in relation to others in his group. 13Response from Parent’s Questionnaire, No. 8. ^^Response from Parent’s Questionnaire, No. 832. 36 Several parents felt the need for at least two con ferences a semester and extra conferences if needed. One parent expressed the opinion that the conferences were held too near the beginning of the school year and that the teacher had not had an opportunity to know each pupil. ¥hile most parents stated that the preparation for the conferences by the school was adequate some felt that the conferences were planned a little hurriedly and that they should be anticipated with the purpose fully understood by all. III. SOURCES OF INFORMATION USED BY TEACHER The Question in Teacher’s Questionnaire. Check the sources of information you used in preparing for the conferences. (41) Observation of child’s behavior, (38) Anecdotal records (your ovm) (35) Cumulative records (22T Previous letter reports TI7T Other information from individual record folders (21) Conferences with previous teachers (20) Conferences with principal (33) Pupil’s file of work Other sources (describe) (13) Please go back over the list and double-check those sources which were most helpful to you. ^ Results. In reporting the responses to this question ^^Appendix B, Teacher’s Questionnaire, Question 7. 37 they appear to be best interpreted in percentage form. The four schools were about equal in their reactions to the questions. Observation of the child’s behavior was checked by 100 per cent of the teachers with 88 per cent giving it a double check and 12 per cent checking it a single time. Anecdotal records made by teachers themselves were used 93 per cent of the time with 41 per cent double checking and 51 per cent single checking. The cumulative record was used by 85 per cent of the teachers while 39 per cent double checked it and 46 per cent single checked it. Previous letter reports were used by 51 per cent of the teachers al though only 7 per cent double checked them to indicate them most helpful, but 46 per cent indicated that they were a help. Other information from the individual record folder was used by 41 per cent of the teachers, with 7 per cent double checking and 34 per cent single checking* Conferences were held with the child’s previous teacher in 51 per cent of the cases, and 17 per cent found these conferences most helpful while 34 per cent found them helpful. The teachers held conferences with the principals in 49 per cent of the cases with 10 per cent finding this method most helpful and 39 per cent finding it helpful. Nurses were called into conference by 7 per cent of the teachers who felt this to be helpful. The playground super visor was consulted by 2 per cent of the teachers who found 38 it helpful. Health cards were consulted by 12 per cent of the teachers of which 7 per cent found them most helpful and 5 per cent helpful. Information from the parent was found to be most helpful by 5 per cent of the parents. Results of tests were found to be helpful by 2 per cent of the teachers.T^ Pupils’ file of work was used by 80 per cent with 44 per cent considering it most helpful and 37 per cent finding it helpful. Children were asked to write letters about themselves in 2 per cent of the cases and this was found to be helpful. IV. REPLY TO GROWTH REPORT The Question in Parent’s Questionnaire. The teacher prepared for the conference with you by writing a letter report concerning your child. a. Did you reply to the letter by entering on the reverse side information concerning ”Your Child At Home?” I7 (351) Yes ( z S l j J No ( 74/ No answer ri29) Comments T&The health conference is not limited to this per cent because all teachers have a conference with the nurse and information is noted on the cumulative record. ^"^Appendix B, Questionnaire to Parents, Question 10. 39 Results. Parents responded to this question in 90 per cent of the cases. Almost half of the parents stated that they had written a reply to the teacher’s letter report with a 48 per cent response. Of the 39 per cent of the par ents who did not respond to the letter 7 per cent indicated through their comments that they felt all points had been discussed at the conference. Dome parents were not sure that they had replied to the letter with 4 per cent giving this response. Jottings made by teacher. b. What would have been your reaction if the teacher (in order to save time) had not used complete sentences in her report on ’ ’The Child at School,” but had entered only jottings (such as discipline,” ’ ’health problems,” ”good leadership, ” etc.,) as a basis for her discussion with you? T® (164) Favorable 203) Unfavorable 334) No answer 57) Comments Parents did not respond to this section of the question to as large an extent as to the first part. Mo answer was received from 45 per cent of the parents. Jot tings were favored by 22 per cent of the parents while 28. per cent did not favor this type of report but wanted it written in complete sentences. Comments were made by 5 per 18 Appendix B, Parent’s Questionnaire, Question 10. 40 cent to indicate that they would favor this type of report if they could readily understand the meaning. V. PREVIOUS LETTER REPORT USED BY TEACHERS Question in Teacher’s Questionnaire. To what extent did your previously prepared letter report serve as a basis for: a. Organizing pertinent information about the child (14) Very helpful ( so) Of some value ( 5) Of little or no value ( 5) No answer b. Initiating the interview with the parent on a professional basis (15) Very helpful (16) Of some value ( 9) Of little or no value ( 8) No answer 0. Comments on this feature of plan.T9 (26) JTUT Responses received from teachers. The growth letter reports which the teachers had previously prepared and in most cases sent to the parents before the conference were found by 34 per cent of the teachers to be very helpful in organizing pertinent information about the child. Teachers found some value from the letters in 49 per cent of the cases while 12 per cent of the teachers found the letters of little or no value. This question was not answered by 8 per cent of T^ Appendix C, Teacher’s Questionnaire, Question 8. 41 the teachers. Teachers felt that the letter reports were very help ful in initiating the interview with the parent on a profes sional basis in 5S per cent of the cases. Some value was received by the teachers in 39 per cent of the cases, while SE per cent of the teachers stated that they had received - little or no value from this method. There was a question in the minds of S per cent of the teachers about this method of initiating the interview. The question was not answered in 7 per cent of the cases. Comments were made by 65 per cent of the teachers, of which SO per cent indicated that they did not feel the letter reports necessary but that the conferences were of real value, The following response indicated this feeling. Organized pertinent information in outline form for teachers own use in the conference is necessary. Â written growth report letter to hand the mother at time of conference is not necessary. Oral discussion from notes is much better. Being tactful and diplomatic in writing is much more difficult than orally. Takes too much time. Growth reports should be eliminated. Conferences are excellent and a summary of conference for office files and self should be made. Other valuable suggestions were received from the teachers to indicate that the conferences were very valuable to them. One teacher stated that the conferences ^*gave both Response from Teacher’s Questionnaire, No. 15. 4B parties an understanding of the benefits of an interview. Another teacher suggested: like to initiate the conference on a friendly basis. It established a better rapport and the parent is more inclined to confide.This comment illustrates the feeling of another teacher of the relationship between the conference and the letter. ”I noted questions or points that acted as a guide for discussion. Discussing the letter with the parent instead of sending it home first changed the viewpoint of what I wrote.Several teachers suggested that they preferred giving the letters to the parents at the conference with the opportunity to discuss the contents at that time. Four teachers indicated that they felt the let ters were sufficient without the conference. Two teachers felt that the letters would be more valuable written after the conference. One teacher suggested the following method of initia ting the conference. Conference usually started by asking parent to check her child on traits listed in the bulletin. Parent viewpoint then requested by teacher whose viewpoint was then given followed by a discussion.^4 21 Ibid.. No. 5. 22 Ibid.. No. 52. 23 Ibid., No. 53. 24 Ibid., No. 32. 43 Comparison of preparation made by parents and teachers. It should be noted that observation of the child’s behavior came first on the teacher’s list of preparation. The anec dotal records made by the teacher was second, and the cumu lative records were third, with the pupil’s file of work fourth. This would indicate that it was a study of the pupil’s behavior and his reactions in the classroom that formed the chief preparations for the conference. Teachers indicated that the cumulative records were a great help to them in this study of the pupil. They may be interpreted to mean that they used the cumulative record to check upon their own opinions. The cumulative record included information concerning marks, health data, test data, home information; anecdotal records concerning inter ests, abilities and disabilities, achievement, significant behavior; and references to special studies and other infor mation where available. Parents made their preparation for the conference by consulting the other parent, making jottings from the bulletin sent to them, consulting the child, and making their own notes. About a fifth of the parents did not reply to this question and only a small number added comments. Summary of use of letter report in preparing for con ferences . A very high percentage of the parents answered 44 the question, "Did you reply to the letter by entering on the reverse side information concerning Your Child at Home?"25 A large number felt that the material had been covered at the conference. This would suggest that the letter reports should be sent to the parents and their replies received be fore the conferences were j:o be held. Parents were about equally divided on the question of growth letter reports written by the jotting method, although they were more in favor of complete sentences. Many parents did not respond to the question so that it is difficult to draw a fair conclusion from the small number of responses received. Appendix B, Parent’s Questionnaire, Question 10. CHAPTER IV THE HOLDING OF THE CONFERENCE Questions concerning the length of the conferences from both the parents’ and the teachers’ points of view will be discussed in this chapter. Consideration will be given to the number of conferences held by the teachers during the various conference weeks and their reactions to the scheduling program. In most cases the results of these questions will be given in total for all the schools because the responses were about equal in the various schools. I. LENGTH OF CONFERENCES The Question in Parent’s Questionnaire. Approximately how long was your conference?^ ( o) No answer ( 6) 5 minute period (50) 10 minute period (Illy 15 minute period M 20 minute period 25 minute period (285 ) 30 minute period l3) 35 minute period 21) 40 minute period 40) 45 minute period 1i 50 minute period 14j 60 minute period 1) 120 minute period ^Response to Parent’s Questionnaire, Question 2. 46 Results. Teachers were asked to schedule the con ferences allowing thirty minutes for each conference. This may in part account for the response given by the parents to this question, when it is noted that 39 per cent of the parents indicated their conference lasted thirty minutes. Twenty minutes was the next conference length indicated with 20 per cent response, and fifteen minutes was third with 15 per cent of the parents responding. Other responses should be listed in this order: ten minutes, 7 per cent; twenty-five minutes, 6 per cent; forty- five minutes, 5 per cent ; thirty-five and forty minutes each 3 per cent; sixty minutes, 2 per cent; five minutes, 1 per cent; with fifty minutes and one hundred, twenty minutes, each .001 per cent. No answer was given in 1 per cent of the cases. Table V gives the exact distribution as explained above. The total number of responses received from all the schools is also found in this table. Parents reaction to length of conferences. o What was your reaction to the length of the conference? ( 13) Longer than necessary '692) Approximately the right length 32) Too short Only twelve parents answering this question felt o Response to Parent’s Questionnaire, Question 3* 47 a o o 53 O C O d pr» g m o I a o o ( k * 0 1 +3 I CO O Ü s c d CO CD -P g •H 8 H O \0 L T \ U f N O ir\ L f \ - d " 3 ir\ <r\ O ir\ (V 4 T N iH O I —I I T N m C M • c \ f c \ f l > - r H • H O i H O VÛ r- r 4 P 0 O C D s o vO \0 1 —1 u h O i —1 0 • H ) —1 1 —1 o C D P C O ( D Ü r — 1 ( \ 2 1—1 - d - C M C d H r 4 i H A o 1 —1 O c d B • H 1 —1 t ) C D 1 —1 r - i O T J C D P P " G O C M O i r \ r r \ - d " O P C D O r - i r 4 < r \ C M C M n j O O C M r - i C A C M r H 1 —1 H 1 —1 c d 0 O vO O i r \ O a * £ > - to C D C M C M P O O C M C M vO a - d " - d - C O C D O r - f O T ) - d * - d - C M 1 —i r - i C D b O c d C M O i H P O 1 —1 t —i a r - i r - i C D Ü - d * MD a r- C D - d " L T V O 4 r — f • C d C D 4 T \ 1 —1 \ 0 r - i P C O 0 C d p 0 p p r H X i u ^ O J P )C D P t x O O G P ^ Ü ) p 0 • H Æ O o C D C D >5 c d P d C O E - l O U O ># C D 48 that their conference was too long. One parent felt that twenty minutes was long vhile nine parents felt thirty min utes to be too long. Forty minutes was mentioned by another parent and sixty minutes was thought too long by one parent. On the other hand thirty-two parents indicated that their conferences were too short. One parent stated that five minutes was short vftiile two parents said that sixty minutes was too short. Nine responses indicated that fifteen minutes did not give enough time for a conference. The second largest group consisting of six parents indicated that ten minutes was too short. Three parents mentioned twenty minutes while twenty-five, forty-five, and sixty minutes were each recorded by two parents as being too short. Thirty-five minutes was indicated by another parent as too short for a successful conference. It should be noted that most of the parents felt that the length of time given to them was the correct time for them. This may have been because they were able to have the length of time they needed, due to the scheduling of the con ference for thirty minutes. While some conferences ran over the thirty minutes, 88 per cent lasted thirty minutes or less. One mother stated, "I feel it was the most profitable time I have ever spent for the welfare of my child since she entered school." 49 3 Teacher’s reaction to length of conferences. In how many cases did you feel that the half-hour allowed for conference was; ^ (154) Too long P 03Î Just about^right giT Too short 5 The response to this question indicated that most of the teachers felt thirty minutes to be about the correct length for the conferences. In 154 cases the conferences were felt to be too long. Teachers felt that in 91 cases the conferences were too short. All the other teachers indicated that thirty minutes allowed enough time for the conference. Seven comments were received from the teachers con cerning this question. Three of these teachers .said that the length of the conference depended upon the need and that individual cases determined the length of time necessary for the conference. Two teachers stated that informal conferences had been held earlier in the semester and as some of these problems had already been solved thirty minutes seem too long. ^Response from Parent’s Questionnaire, no. 728. ^Teacher’s Questionnaire, Question 5, Appendix G. 5The large figures here are due to the fact that each teacher considered each individual conference. 229 50 One teacher felt that twenty minutes would be enough time if planned ahead. Several good suggestions were made in one comment by a third grade teacher. Those with real problems took from 45-75 minutes, though 30 minutes is about right for most. Conferences should hot be scheduled too close ^ together. Schedule at least 60 minutes apart. II, WEEK BEST FOR SHORTENED SCHOOL DAYS Approximately how many conferences did you hold during each of the following weeks? 7 6th week 7th week 8th week 9th week 10th week Total number held 14) Later 173) No answer Restonses from all the schools. School B had a 100 per cent record of conferences with School A second listing 94 per cent having interviews. School D was third with 80 per cent and School C was last with 76 per cent of the parents having conferences. The average for all the school was 85 per cent. Teachers held the largest number of the conferences during the sixth week of school with 34 per cent response ^Response from Teacher’s Questionnaire, No. 15• ^Appendix C, Teacher’s Questionnaire, Question 1. 51 here. The seventh week 20 per cent of the teachers held conferences, and the eighth week 16 per cent of the con ferences were held. During the ninth week 7 per cent were held, and in the tenth week 6 per cent were held. About 1 per cent of the conferences were held after the tenth week, Table VT illustrates the distribution of responses as ex plained above. Week to shorten for conferences. In your judgment, which week of the school semester would be best for shortened school days? ° 2) 6th week AT 7th week ( 7) 8th week lly 9th week 13 ) 10th week 3j Later ( 1) No answer Two types of responses were received for this question. Ten teachers stated that they would like two weeks of short ened days for conferences. These people indicated that they felt the conferences would be most valuable in the ninth and tenth weeks. Those teachers indicating just one week for shortened school day suggested that either the eighth, tenth, or ninth week be set aside in that order of preference. Three teachers 8 Appendix C, Teacher’s Questionnaire, Question 2. 52 > < D S ' P < D Ü T3 r-4 < D < D a •H CO r-4 r H O •H O I I rH 0 Î Ti P r - i O < D ËH X3 CO o G S <3Î C O •s u CD p p o\ p p to p p p \0 I —I 8 o C O - d " O O O vO ! > - g to CM CM C J N o r r \ f-4 to C r\ LT\ 1 —1 L TN r H to C M C M NO c r\ O -d - -d" r-4 c r\ rH L T \ \0 l> i r \ i r \ CM -4 - CM I —I - 4 ' t > - r r \ (M r-4 O ir\ to -d" C M C M \ 0 rH O CM r- vo VÛ to O O C M O - C M ON \ 0 C M O M) r r \ - d " I —I I —1 m o o o i r \ C T v rH to -± H cr\ I T \ rH rH C M vO to rH -d * O O to to \0 r- rH I —I ON C M C M NO ON rr\ I —I c d p O E - i O CM - d' c r \ P u 0 1 53 suggested that conferences be held after the tenth week. Comparison might well be made between the week the. teachers held the conferences in the experimental plan and the week they suggested for future conferences. It should be noted that while 70 per cent of the teachers held their conferences in the sixth, seventh, and eighth weeks, 68 per cent of the teachers suggested the eighth week or later for future conferences. Number of conferences to be held daily. In your judgement, how many conferences should be held.in a single day? a. During the week of shortened days conferences per day 1) 1 per day TIT 2 per day Tf) 3 per day ( 7) 4 per day ( 1) 5 per day ( 1) 6 per day ( $) No answer 9 b. During the other weeks conferences per day (15) 1 per day ] 2T j 2 per day ( 1) 3 per day ( 3I No answer ( 1j 1 before school Fifteen teachers suggested that three conferences beheld each day during the week of shortened school days, giving this number a 37 per cent response. Eleven teachers suggested that two conferences be held during this week with ^Appendix G, Teacher’s Questionnaire, Question 6. 54 a 27 per cent response, and seven teachers suggested that three conferences be held daily during this period with a 7 per cent response. There was one teacher who indicated that one conference was enough, while another said that five conferences should be held, and still another said that there should be six. Five teachers did not answer this question. During the other weeks 51 per cent of the teachers suggested that only two conferences be held during each day. One conference a day was suggested by 37 per cent of the teachers. Only 2 per cent of the teachers suggested three conferences during the other weeks of the conference period. One conference before school was suggested by 2 per cent of the teachers. Three teachers did not answer this question. Suggestions were received from a few teachers to indicate that only two conferences should be held during the weeks when the school day was not shortened. One teacher suggested that shortened days be provided during the entire conference period, while another teacher did not want con- ferences to be scheduled every day. III. PARENT’S ATTENDANCE AT THE CONFERENCE For how many parents were you unable to arrange a conference? (115) In these cases, what reasons were given by the parents for their inability to come? TO 55 Results in total. School B stated that in every case a conference was held with the parents. Thirty-six parents in School Â could not attend the conferences, while School C stated that fifty-one parents could not be present, and- School D reported that all but twenty-eight of the parents attended the conferences. The total number of parents who could not attend the conferences in the four schools was one hundred fifteen. Twenty-six parents stated that they were working and could not leave their work. Sixteen of these reports came from School C. School A had the highest number of parents missing the conferences for illness with twenty-two out of the thirty-five failing to attend for this reason. Twenty- three parents did not give the teachers reasons for missing the conferences. Conferences were not held for eleven of the Church Home children at School D. Four parents stated that they were moving immediately; and four other parents broke their appointments; and four parents could not attend because of small children at home. ^hree pupils were just entering the schools at the time of the conferences andftheir meeting was postponed until a later date. Two parents had transportation difficulties and gave this reason for missing the conference. One parent did not see a reason for the conference hence her absence, and one parent was out of town ^^Appendix G, Teacher’s Questionnaire, Question 3* 56 so coiild not attend. Question in Teacher’s Questionnaire. In how many cases did both parents come for the conference? (17) In how many cases were your conferences scheduled after 5:00? (25) in how many cases did you go to the home for the conference? (13) ^1 Results in total. In only seventeen cases were both parents able to attend the conferences. In School A seven cases were reported where both parents attended and in School G in six eases the same report was given. Schools B and D each reported two cases where both parents had a conference with the teacher. Teachers reported that twenty-five conferences were held after 5:00 P.M. In one case a teacher reported that six conferences lasted until 5:45. Some lasted until 6:10 in another case and in still another case a teacher stated that some conferences lasted after 5:30. Home conferences were held in thirteen cases with eight reported in School A. Three were reported in School B and two in School C while no conferences were held at home in School D. ^^Appendix C, Teacher’s Questionnaire, Question 57 Value of shortened day. Of how much value for parent conferences was the week of shortened school days? T2 14) Of great value ll Of some value 3T Of little or no value No shortened day 3OJ Comments Forty comments or checked responses were received to this question. Few teachers checked their response but instead explained their opinion in their comment. Fourteen teachers did check that the shortened day was of great value to them while one checked it of some value, and five marked it of little or no value. Thirteen comments were received stating that primary grades did not have shortened days. The school day was shortened in grades four, five, and six and school dis missed at 2:30 P.M. The primary grades are all dismissed by this time. Primary teachers suggested in six cases that they needed half days of teaching during the conference per iod so that afternoons would be free to prepare daily class room work, conference reports, and hold conferences. Thirteen teachers considered the shortened day very valuable but wanted it extended over a longer period of time. That two weeks of shortened school day would take the strain ^^Appendix C, Teacher’s Questionnaire, Question 12. 5 s away caused by crowding conferences thus relieving much of the nervous tension was suggested by two teachers. A teacher said, "If we had had three weeks of extended time I could 13 have had all the conferences very comfortably." Another statement points out the need for more time: With a large class, it is very hard to meet all the parents in conferences, attend scheduled meetings, write report letters, check tests in time, etc., with out a little extra time. Each of my thirty-seven conferences lasted one-half hour, some longer. With the added work of reports, etc., it requires too much time without shortened day.14 Suggestions were received to extend the period of shortened schools days so that it would not be necessary to hold so many conferences in a single day. Two offered the opinion that the shortened day would be more valuable if scheduled later in the semester. One teacher suggested that conferences for IB children be held over until they become lA pupils so that teachers would know them better. Two teachers were not in favor of shortened day be cause they preferred to hold conferences when the need arises. An opinion was expressed here that "the wholesale plan weakened the feeling of personal, undivided interest so necessary for a successful conference about a major problem.” 15 l^Response from Teacher’s Questionnaire, No. 36. ^^Response from Teacher’s Questionnaire, No. 17# ^^Response from Teacher’s Questionnaire, No. 53# 59 A teacher suggested that all arrangements be made by the teacher or the school so that confusion would not result. She stated that P.T.Â. Room Mothers made appoint ments and much confusion was the result with conferences overlapping. Children were very much interested in having their parents visit the school for a conference was the reaction of another teacher. Shortened day helped several other teachers set a definite time for conferences when school was not in session thus relieving a problem caused by un scheduled conferences. Three teachers stated that shortened day helped to minimize exhaustion and nervous strain and controlled the length of conferences. Summary. In the largest number of cases parents stated that conferences lasted thirty minutes, with twenty minutes listed second, and fifteen minutes given the third place. For the most part parents felt that their confer ences were of the correct length. Few parents felt that their conferences were too long although a number said:that the length of the time given to them was too short. Most of the people stating that conferences were too short indi cated that they had lasted less than thirty minutes. Teachers felt that thirty- minutes was about the correct length of time for the conferences. Some teachers 60 felt that the conferences were too long although a number mentioned that the length of the conference depended upon individual cases. In a few cases teachers felt that the conferences were too short, but most agreed that in most cases thirty minutes would be adequate. Although most conferences were held during the sixth, seventh, and eighth weeks, teachers suggested that they should be held during the eighth week or later. During the week of shortened days teachers felt that three conferences per day should be held although many sug gested that only two conferences be held during this time. Over half of the teachers felt that only two conferences per day should be held during the weeks that the school day was not shortened. One conference a day during this time was suggested by a little over a third of the teachers. Many reasons were given by parents for not being able to attend the conferences but in most cases work or illness kept them away. A number of parents did not give any reason for not attending the conference. In only seventeen cases were both parents able to attend the conferences. Conferences were held after five o’clock in some cases while some lasted until after six o’clock. Home conferences were held in thirteen cases by the teachers. 6l It is significant to note that School B held confer ences in 100 per cent of the cases. CHAPTER V GOALS ACHIEVED THROUGH THE.CONFERENCE This chapter will deal with questions asked both teachers and parents concerning goals which they achieved which could only have been gained through the conference. Questions were included in this chapter for recording data gained through the conference by the teacher so that others studying the child might also benefit. Parents and teachers were asked questions concerning the carry-over value of .the conference in making new plans for the child. In most cases the percentage of response received from all the schools was about equal so that the results for each question will be given in total. Where the individual responses were significant an attempt will be made to indicate them. I. GOALS ACHIEVED BY PARENTS In your judgment, were certain goals achieved through the conference with the teacher which would not have been achieved through the letter report alone? (272) Yes (25) No (440) No answer To what extent did the conference help you to: a. Gain a better understanding of your child’s interests, abilities, and needs (467) Very helpful 63 207) Some value 35) Little or no value ( 28) No answer b. Gain a better understanding of your child’s relationships with his teacher (538) Very helpful (128) Some help or value ( 19) Little or no value ( 52) No answer c. Gain a better understanding of what the school is trying to do for your child (449) Very helpful (l80) 8ome value ( 36) Little or no value ( 72) No answer d. Cooperate with the teacher for your child’s progress, both at school and at home.^ (520) Very helpful (134) ^ome value T 1^1 Little or no value ( 56) No answer Although an answer was not expected to the question, "In your judgment, were certain goals achieved through the conference with the teacher which would not have been achieved through the letter report alone?" ^ 37 per cent of the par ents answered "yes." "NoV was written in by 3 per cent and 60 per cent did not answer this part of the question at all. The first question in this section demanding an an swer was, "To what extent did the conference help you to gain a better understanding of your child’s interests, abilities, and needs?" 5 Answers were received from 96 per ^Appendix B, Parent’s Questionnaire, Question 4. p Ibid., Introduction to the question. ^Ibid., Part a. 64 cent of the parents with 63 per cent stating that conferences were very helpful for this purpose. Some value was checked by 28 per cent of the parents and 5 per cent said that they were of little or no value. "To what extent did the conference help you to gain a better understanding of your child’s relationships with his teacher?"^ was answered by 93 per' cent of the parents and 73 per cent stated that it was very helpful. The con ferences were of some value to I8 per cent of the parents and of little or no value to 3 per cent responding. Parents replied to the question, "To what extent did the conference help you to gain a better understanding of what the school is trying to do for your child?" 5 in 90 per cent of the cases. Conferences were found to be very helpful for this purpose by 61 per cent of the parents and 24 per cent found them helpful, with 5 per cent finding them of little or no value. The question, "To what extent did the conference help you to cooperate with the teacher for your child’s progress, both at school and at home?" ^ received a response from 92 ^Ibid.. Part b. ^Ibid.. Part c. ^Ibid., Part d. 65 per cent of the parents. Of these parents 71 per cent found the conferences very helpful and l8 per cent found them of some value. In 3 per cent of the cases the parents found the conferences to be of little or no value. II. GOALS ACHIEVED BY TEACHERS In your judgment, were certain goals achieved through the conference with the parent which would not have.been achieved through the letter report alone? ' ( â) Yes TTT No (25) No answer ( 3 ) Comments To what extent did the conference help you to gain: a. New information concerning a child’s interests abilities, and needs (20) Very helpful (17) ^ome value ( 3) Little or no value ( iT No answer b. Increased understanding of the parent-child relationships and the child’s adjustment in the home (28) Very helpful (13) ^ome value ( 1) Little or no value c. Better understanding by the parent of present- day school objectives (12) Very helpful (17 j "''ome value (10) Little or no value ( 1)^ Comment d. Better understanding by the parent of his child’s needs 17) Very helpful 21) Some value ( 2) Little or no value ( l) No answer 7 ^Appendix C, Teacher’s Questionnaire, Question 10. 66 e. More desirable attitudes on the part of the parent with respect to the child’s problems of development (17) Very helpful ( 18 j ‘ ^ome value ( 2) little or no value ( 4) No answer f. Mutual participation of parent and teacher in making plans for the child (22) Very helpful I13) Some value ( 2) Little or no value ( 4) No answer g. Initiation of effective action in carrying out plans cooperatively developed by parent and teacher. (13) Very helpful 19) ^ome value 5) Little or no value 4) No answer The question, "In your judgment, were certain goals achieved through the conference with the parent which would 8 not have been achieved through the letter report alone?” was answered by 29 per cent of the teachers with 20 per cent stating that goals were achieved whidh could not have been achieved without the conference. Since no answer was ex pected to this question only 6l per cent of the teachers answered it. Four teachers made comments which are of inter est here. ”Yes, I felt them to be of exceptional value but far too much work to do unless other things are equalized.” ^ Another teacher felt that in ”only two cases were goals Ibid.. Introduction. ^Response from Teacher’s Questionnaire, No. 22. 67 achieved whidh could not have been through the letter,” and another said, ”Yes, conferences most helpful of the two.” Still another teacher stated, ”I need to note that I have 12 always held conferences following letters.” Teachers answered the question, ”To what extent did the conference help you to gain new information concerning a child’s interest^, abilities, and needs?” in 98 per cent of the cases. Very helpful was checked in 49 per cent of the cases and 41 per cent of the teachers stated that they were of some value. Conferences were held to be of little or no value for this purpose in 7 per cent of the cases. The only question to be answered by all of the teach ers was ”To what extent did the conference help you to gain increased understanding of the parent-child relationships and the child’s adjustment in the home?” Teachers found conferences to be very helpful in 68 per cent of the cases and some value in 29 per cent of the cases, while 2 per cent stated that they were of little or no value. In School A 100 per cent of the teachers responded that they found the ^^Response from Teacher's Questionnaire, No. 54. ^^Response from Teacher’s Questionnaire, No. 19# l^Response from Teacher’s Questionnaire, No. 33. l^Appendix C, Teacher’s Questionnaire, Question 10, Pt. a l^Appendix C, Teacher’s Questionnaire, Question 10, Pt. b 68 conference to be very helpful for this purpose. ”To what extent did the conference help you to gain better understanding by the parent of present-day school objectives?” had a different response than the other parts to this question. Teachers found conferences very helpful in 29 per cent of the cases and of some value in 43 per cent of the cases. Little or no value was checked by 24 per cent of the teachers while 2 per cent did not respond to this question. It should be noted that 9 teachers,in School C found the conferences of little or no value for the purpose of parent understanding of present-day school objectives. Teachers answered the next part of this question, ”To what extent did the conference help you to gain better under standing by the parent of his child’s needs?” 98 per cent of the cases. Of this number 41 per cent indicated that they were very helpful and 31 per cent stated that they were of some value. The conferences were found to be of little or no value in 3 per cent of the cases, for this purpose. Another goal included in the questionnaire for the teachers was ”To what extent did the conference help you to gain more desirable attitudes on the part of the parent with l^ibid.. section c. l^Ibid., section d. 69 17 respect to the child’s problems of development.” Answers were received in only 90 per cent of the cases but 41 per cent stated that conferences were very helpful and 44 per cent graded them of some value. Little or no value was given as a response to this question in 5 per cent of the cases. The next question, ”To what extent did the confer ence help you to gain mutual participation of parent and teacher in making plans for the child?” was answered as very helpful in 54 per cent of the cases. Teachers thought it of some value in 32 per cent of the cases while 5 per cent of the teachers did not feel that the goals had been met. This question was not answered by 10 per cent of the teachers. The last section of this question was, ”To what ex tent did the conference help you to gain initiation of ef fective action in carrying out plans cooperatively developed 19 by parent and teacher?” The conferences were found to be of some value to the most number of teachers in 46 per cent of the cases although 32 per cent stated that they were very helpful. This question was not answered by 10 per cent of ^^Ibid.. section e. 18 Ibid., section f. ^^Ibid.. section g. 70 teachers and 12 per cent felt that little or no value was found in the conference. One teacher suggested, "This is the 20 key and is hard to follow thru.” It should be noted that the majority of teachers found conferences to be very helpful or of some value as indicated in the responses for this entire question. In sections a, b, and d this response was over 90 per cent for the two re sponses and in section b it was 97 per cent. In all other sections the response was over 70 per cent. One teacher in School D felt the conferences to be of little or no value in all sections of this question dealing with a better under standing by the parent of the child's needs, with the ex ception of section d when it was felt to be of some value by this teacher. III. RECORDING DATA SECURED FROM CONFERENCES To what extent were you able to follow the procedure suggested for: a. Recording significant data resulting from the confernnce, to be filed in the record folder21 ( 3) For every conference ( 9) Tor the majority of conferences (14) Tor a few conferences Cl2) For no conferences ( 3) No answer 20 Response to Teacher's Questionnaire, No. 32. ^^Appendix C, Teacher's Questionnaire, Question 9 71 b. Preparing two copies of a statement of additional plans for the child, one to be taken home by the parent and the other to be filed in the pupil’s folder 2) For every conference 37 For the majority of conferences Ipy For a few conferences 227 For no conferences ( 4) No answer What suggestions do you have for improving procedures for recording interviews? 21) Comments 20) No answer Data for the record folder. To the question, "To what extent were you able to follow the procedure suggested for recording significant data resulting from the conference to be filed in the record folder?" only 7 per cent of the teachers responded that they had recorded data for every conference. Teachers stated that they had recorded data for the majority of conferences in 22 per cent of the cases. Few conferences were recorded by 34 per cent of the teachers and 29 per cent did not record any conferences at all. The teachers did not answer the question in 3 per cent of the cases. Statements of plans. "To what extent were you able to follow the procedure suggested for preparing two copies of a statement of additional plans for the child, one to be taken home by the parent and the other to be filed in the 22lbid.. part a. 72 pupil’s folder?” was answered by 90 per cent of the teachers. Only 5 per cent of the teachers stated that they had prepared statements for every conference and only 7 per cent stated that they had prepared such statements for the majority of conferences. For a few conferences 27 per cent of the teachers had recorded data concerning additional plans for the child but 54 per cent of the teachers stated that they had recorded data for no conferences. The opinion of teachers, as requested in part c of this question, concerning data to be recorded in connection with the conferences is most significant. Twenty-one comments were received dealing with this question and in no case was favor given to the present plan. All teachers felt that too much time and work was involved and some felt that an over lapping of recorded data existed. Comments were received that parents had not responded in turn with written reports which teachers felt would have made their efforts more valuable. Typical comments are quoted here. b I recorded the results of every conference but felt that the record was somewhat a repetition of the letter. Many mothers did not return the letters for our files and in only one case was there a reply on the back. ¥here there previously was, in most cases a letter from the teacher and a reply from the parent, there is now onlfile the teacher’s comments only. I think it is important to have parents comments recorded as 22%bid., part b. well as teachers. 73 24 Lack of time. Each mother wrote on back of growth report what she told me in the conference. If we eliminated the growth report we’d have time and energy to write a summary of each conference for office files. Recording interview in outline form would be fine if time were allowed for it by eliminating growth reports. Conferences are vital and helpful. Growth reports are unnecessary. Conferences take the place of written reports to parents. 25 Growth report on both sides is sufficient. 26 I feel it makes the parent self-conscious in many cases if notes are made during interview. 27 Leave more to the discretion of the teacher, who should record most pertinent facts in her own way in personal life or accumulative record book. The whole plan became tangled up with the secretarial obligations too involved for a classroom teacher^to complete and not lose the forest for the trees. If this means the bulletin sent out, I had each parent make them out and filed thirty-four in the office. I found them very unsatisfactory. Parents didn’t like them, as they did not draw a true picture. I kept all this data in a notebook to be put in cumulative record book at the end of the semester. It is too much to do this at the end of the conference. In fact this whole idea though good worked a hardship on us as teachers. 1. If the conference is of great value then the school board should help us by giving us two weeks with our afternoons entirely free . 2L Response from Teacher’s Questionnaire, No. 2. ^^Response from Teacher’s Questionnaire, No. 15. Z^Ibid.. No. 20. 27lbid.. No. 29. Z^Ibid.. No. 53. 74 2. Supply a secretary for each building to write up data for the downtown office, 29 the school office, and for parents. 3. Free us of meetings during conference period. 4. Give us a machine scored Progressive Achievement test. 30 5. Require no letter report. This is tedious and unnecessary after a conference. A simplified form could be worked out if it is so necessary to have on file. 31 Recording should be limited only to unusual information. Interviews and letters should be confidential. Use accum ulative record for necessary information only. Too many records in some cases. 33 IV. MEETING NEEDS OF INDIVIDUAL CHILDREN As a result of the parent conferences, have you been able to improve your procedures in meeting the needs of individual children? 34 (18) A great deal (21) To some extent ( 2) Little or none This question was answered by 95 per cent of the teachers and 44 per cent felt that the conference was of ^It is uncertain to what this refers, since no data on experimental plan was required except the brief teacher quest ionnaire. 3^This test was administered during the experiment. 3lResponse from Teacher’s Questionnaire, No. 22. 32ibid.. No. 10. 33jbid.. No. 39. ^^Appendix C, Teacher’s Questionnaire, Question 11. ^^Response from Teacher’s Questionaire, No. 19. 75 great value in helping them to improve procedures for meet ing the needs of individual children. Twenty-one teachers or 51 per cent felt that the conferences were valuable to some extent for this purpose. One teacher commented that they"helped in understanding the child by knowing more about his background." V. PARENT’S PLANS TO MEET CHILD’S NEEDS As a result of the conference, have you made new plans to meet some of your child’s needs? 3o T4X7 No ( 61) No answer Did the conference help you to f ollow through on some plans you had already made for the welfare of your child? (466) Yes - (177) No ( 93) No answer If you checked "yes" for question 5 or 6, would you please give illustrations? ^ (3781 Comments (359; No answer New plans to meet child’s needs. Parents answered this question in 92 per cent of the cases with 73 per cent stating that they did make new plans as a result of the 3^Appendix B, Parent’s Questionnaire, Question 5» 37Ibid., Question 6. 38%bid., Question 7. 76 conference. Comments were received which would indicate that some of the 19 per cent answering this question in the negative had discussed their recently made plans with the teacher. In some cases these plans had been made with the teacher in a previous conference, for example one mother stated, "We had already made plans." 39 And another, "I think the conference with teacher a splendid idea, however, in my case I keep in close communication with the teacher at all times as to the best interests of my child, I made no special effort for this particular conference." Several others commented, "No, teacher thought my plans were quite complete," 41 and, "The progress of the child appeared satisfactory and no new plans were suggested." 42 Parent’s follow through plans made before conference. In 62 per cent of the cases parents replied that the confer ence had helped them to follow through on some plane, already made for the child’s welfare. Parents felt in 24 pei^ cent of the cases that the conference was not of value for this purpose while 13 per cent did not answer this question. OQ '^^Response from Parent’s Questionnaire, No. 583. ^Olbid.. Ho. 5. ^^Ibid.. No. 5^0. ^^Ibid.. 193. 77 One parent commented, "No, have felt more secure in 43 knowing that progress is good," In the case of a IB child the parent explained, "No, it was decided by teacher and self that home instruction at that point might be more confusing to the child than helpful," These comments indicate that the conference helped parents to study their children and in some cases change plans which they had previously made. In other cases com plete new plans were made as a result of the conference. Illustrations received from parents. Comments were received from three hundred seventy-eight parents concerning plans for the child. The illustrations and comments re ceived from the 51 per cent of the parents answering the questionnaire were varied and covered a wide range of needs, with many parents indicating several problems. These might be classified as problems of academic fundamentals, social ad justments, health, and a new awareness of the child and his problems. Two hundred six replies concerning academic funda mentals were received with seventy-seven replies about read ing and thirty-two about arithmetic. Twenty-four parents 43nesponse from Parent’s Questionnaire, No. 580. ^^Ibid.. No. 618. 78 stated that they were helping their children with spelling and fifty-one said that they were helping with school work of various types. Other special subjects in which extra help was being given were writing, oral language, and social studies. Extra curricular activities were discussed in fifty- eight cases. Music, art, after school dramatics, dancing classes, sports, and Scouts were mentioned for various reasons. Hobbies, visits to museums, home crafts, nature study trips, and family excursions to local points of inter est, î . were all suggested as aiding in the development of the child. Parents in many cases, indicated that they had not realized their child’s interest in music and art. Many stated that they felt these hew interests would help to develop the child’s self confidence and initiative. Problems of social adjustment were mentioned in two hundred fifty cases with parents finding adjustments with other children and attitudes toward others to be among their most difficult problems. Developing responsibility, coopera tion, and self confidence as well as leadership and citizen ship were mentioned very often. Behavior problems were dis cussed and suggestions exchanged between parent and teacher in many cases. Parents stated that through the conference they had 79 gained a better understanding of the child and his school problems so that a closer cooperation would exist.between the two. New growth plans were made, more parent under standing and interest developed, knowing what to expect from the child so that too much would not be expected, and the increased use of praise were stated as results of the conference by the parents. Health problems were mentioned as being attended to as a result of the conference in forty cases. Such diffi culties as need for glasses, physical examinations, and dentistry, were met. In twelve cases parents decided that children needed more rest and an earlier bed time to help combat nervousness. In several cases radio programs were cut for this same reason. Six other parents stated that their children were nervous and that they were now making plans to meet this need. Summary. Parents felt that the conferences had been very helpful or of some value in helping them gain a better understanding of the child and his school in the majority of cases. Very few parents felt that the conferences were of little or no value and in no case was this over 5 per cent. In over half of the cases parents indicated that the confer ences were of great value and they had received help which they would not have received from a letter report alone. 80 Teachers indicated that the goals established had not been reached through the conference in a number of cases. This was especially true for the question concerning better parent understanding of present day school objectives when a fourth of the teachers indicated it was of little or no value for this purpose. More study should be given to the question of cooperative planning between the parent and the teacher and ways of carrying out plans effectively because a number of indications were given that this is a weak point. It is gratifying to note that teachers felt the conferences had been of great value in gaining increased understanding of the parent-child relationship and the child’s adjustment in the home. Recording data appears to be a great weakness in the conference plan as it now stands. This problem needs considerable study and more effective means adopted for re cording significant data. One of the problems is of teachers time for this work and another is overlapping of information recorded. Teachers felt that conferences helped them to im prove their procedures for meeting the individual needs of children. Understanding the child’s background was of great importance to the teachers in planning their work and under standing the child. 81 Parents reported that as a result of the conference they had made new plans for their children in over three- fourths of cases. Over half of the parents stated that they had been encouraged to f ollow through plans which they had already started. Many illustrations were received to indi cate that parents had given careful study to the problems of their children. Indication was seen in a number of cases that parents were seeing their children in a new light and were aware of the child’s interests and abilities from a different standpoint. CHAPTER VI THE EXTENSION AND IMPROVEMENT OF THE CONFERENCE Questions asked the parents, teachers, and principals concerning the extension of the parent-teacher conferences to all the Pasadena elementary schools will be discussed in this chapter. Suggestions given for the improvement of the conference plan will also be considered here. I. TEACHER’S OPINIONS ON EXTENSION OF PLAN Do you consider the parent conference of sufficient value to warrant ex; tension of the plan to other schools? ^ (26) ^es T T T No ( 5) Don’t know ( 6) No answer (31) G ommen t s Response and comments by teachers. This question was answered by 8$ per cent of the teachers and 63 per cent stated that they felt the conference plan should be con tinued. Four teachers or 10 per cent did not favor exten sion of the plan and 12 per cent stated that it was question able in their opinion. Comments received from four teachers stating that ^Appendix C, Teacher’s Questionnaire, Question 13. 83 the conference should not be extended stated, "No, if they desire it and want to have a conference with every mother, that is up to the teacher," 2 and "No, teachers always have confereneges when necessary. This plan forces conferences 3 which waste both teacher’s and parent’s time." Table VII shows these responses. No, I don’t feel scheduled conferences with every parent is the answer. If a child is progressing well, I think the friendly meeting at P.T.Â. or visits during school time is sufficient unless the parent expresses a desire for a conference. I feel if the child is having difficulty in ad justing in any way to his school environment, a parent-teacher conference is invaluable. 4 and; I have had conferences always. I think they are far more valuable than any other form of contact. However, I believe a teacher and parent are the ones to decide when a problem is evident and I feel an arbitrary date and time has no value except for compiling "results” and data. Many conferences are needed for some children, none, except a personal contact in other cases. I have always assured my parents and the school makes it known that a parent is welcome and encouraged to meet at any time with the teacher for help or to give sugges tions. I disliked the crowding and appointment idea as we did it— three a day is entirely too many confer ences for intelligent handling. On several occasions parents could see no reason for themselves or me to waste time discussing something which did not exist. Many children are well adjusted— parents 2 Response from Teacher’s Questionnaire, No. 30. ^Ibld.. No. 54. 4lbid.. No. 50. 84 C L , ü iH I f - , Q ) (O O C 3 S <d I —I - 4 - iH vO 1 —I > m g H 0 § 1 O o ë g I —I 00 s &H g g s s o P L , o ( P rH ■3 C O • - d C Q O) 3 e u o a c v i c r \ L T \ O iH en !X J I â §3§ P4 O C f \ vO K t <D pH cr\ <r\ to <M vO C \ 2 H O O ü en CQ o Q I —I c d +5 O e - i 85 give us their assurance of cooperation and interest in all we do, that would be sufficient until such a time comes when a problem arises and no one can de termine when this will happen--so definite "dates" are not effective. I would say in conclusion that I am in favor of conferences always where there is a problem, but as I have always had them this plan was in no way new or different or problem solving.^ That the type of school and situation made a great deal of difference in the plan was expressed by four teach ers. One teacher said, "I think any plan should be worked out by the schools involved." ^ Another said, "In schools where the majority of both parents are employed this type of conference program would work a hardship on parents or would meet with poor response." ^ Another teacher stated, ’ t L think the conferences have great value but hesitate to make any recommendations because the circumstances in the various schools are so different." ^ Another said, "Yes, but my decision depends upon the children, the school and the locality." 9 Six teachers declared that the conference itself ^Response from Teacher’s Questionnaire, No. 51. ^Ibid.. No. 40. 7 Ibid.. No. 3. %bid.. No. 2. 9r^., No. 5. 86 should be extended but not the recording of data as followed this time. One teacher suggested a modified plan, "Yes, the conference without the letter reports. Then write the letter report later when you have a better picture of the child. _ Released time should be extended to the primary grade teachers was suggested by four teachers. One teacher felt that the program should be carried out in a similar manner by all the schools but that a conference was not needed with every parent. Six comments were received suggesting that the plan was valuable but that time should be taken from the school day for conferences. The following comment illustrates this point of view in summing up the opinions. Yes, if we have the time given. We do it up quickly and have time and energy to use the results. When we are having conferences for six weeks or more we are worn out. Regular work of planning and helping slow children has had to be neglected and much is lost. The parents came better too, and seemed to enjoy the short conference. A suggestion was made that the conferences should not start until the 9th or 10th week and that the time should be extended over a longer period for the conferences. 10 Ibid.. No. 11. 11 Ibid., No. S3. 87 Another suggestion was made that only one or two conferences be held a day so that the teacher would have time and energy for class preparation* The following comments illustrate that these teachers felt some of the goals had been reached: This planning conference with both parent and teachers planning be it ever so little are different, more effective, and more p r o f e s s i o n a l . Yes, indeed. It certainly improves parent-teacher relationship and gives the teacher a much better understanding of the child.T3 Yes, I believe it is one way of solving many important problems which face us in our work. Such as enlightening parents as to: 1. The fact that we do drill boys and girls on fundamentals. 2. That we are working toward a higher standard of social relationships, as helping the teacher to better understand children’s temperments, emotions, ambitions, etc., etc.Id II. PARENT’S OPINION ON EXTENSION OF PLAN Do you consider the parent conferences of sufficient value to warrant the extension of the plan to other schools?T5 (606) Yes X 36) No " ( 6Ü) Further study needed T ST Don't know ( by) No answer 12 Ibid., No. 63. 13 Ibid.. No. 17. 14 Ibid.. No. 19. 1^ Appehdix B, Parent’s Questionnaire, Question 11. 88 Inter on the reverse side any suggestions you have for the improvement of the conference p l a n .16 (260) Comments (477) No answer This question was answered by 95 per cent of the parents, of which 82 per cent favored the extension of the conference plan. Further study was suggested by 9 per cent of the parents and 5 per cent did not want it extended. Table VIII shows their responses. A study of the questionnaires returned by the parents indicated that 20 per cent had carefully worked out comments and answered the questions. Of this number 18 per cent favored extension of the conference plan. Twelve parents or 2 per cent suggested that further study was needed and 1 per cent did not favor extension of the plan. An average number of questions answers and comments were received from 31 per cent of the parents and of this number 26 per cent wanted the conferences extended. Further study was suggested by 3 per cent and 2 per cent did not favor the plan. About 50 per cent of the questionnaires contained few comments and unanswered questions. This included the 5 per cent of parents who did not answer the question concerning extension of the conference plan. 1^ Ibid., Question 12. 89 4^ O % i W o a ^ o j c r \ o\ E > - r r \ H H m Hi ; P L , I g PA S o o P a 0 § M C O 1 § § n R a 0 1 ■ P 3 m P - , Ü 3 P tJ b 0 p P a m 3§ Ph ü o p 3S P L , O o\ i > - cv vO pH <r\ pH to vO l f \ cn H - d " C N i \o -8 (0 a > l > - r r \ C N i UN fH cv to vO O VO H O O Ü C O <£i PQ O Q P o E - 4 90 Parents in this group voted favorably to extend the plan in 39 per cent of the cases. Further study was felt needed by 4 per cent of the parents and 2 per *cenb were, not in favor of the plan. Suggestions were received for the improvement of the conference plan from 65 per cent of the parents. Twenty- five parents felt that conferences were very valuable but that something would have to be done to provide teachers with more time to conduct them. One suggestion received seems to sum up the comments received and indicates a possible solution. My only objection to the conference was to the time of the conference. After an all day session the teacher was too tired to give her full attention and studied report on the child. I should think a free day set aside for conferences and about a half hour for each child’s conference would be better.1"^ Thirty-one parents expressed the opinion that con ferences should be called by the teacher when a problem arises. In many cases parents suggested when the child was well-adjusted and progressing nicely the letter report without the conference would be sufficient. Other parents stated that they felt the conference valuable to them even when there were no particular problems but that the teacher’s time should be given to parents whose children had a problem. 1*7 Response from Parent’s Questionnaire, No. 677. 91 Other stated that they asked for a conference when they felt it necessary and that this took care of the problem satisfactorily. Comments were again received concerning the bulletin. Three parents said that more care should be taken to follow the procedure suggested in the bulletin while four other parents felt that the bulletin should not be followed so closely. Four parents commented that they had not had the help of the bulletin in preparing for the confernce and missed it. Twenty-six comments were received from parents in relation to the growth report. Twelve parents were in favor of going back to a formal graded report card and in one case the suggestion was received that it be worked out on a percentage basis. Favor was given to the conference plan in eleven cases but in combination with a more formal type of report card than the growth report used. The letter reports with a conference if necessary were felt by three par ents to be the solution to the problem. One parent stated that the conference plan was a definite advancement over the sending home of the report card but suggested a person competent in psychology should work v/ith the teachers in order to spot, as soon as possible, difficulties children may have. 92 Suggestions were received from twenty-four parents saying that the conference method was very helpful to gain fuller cooperation between the home and the school. Much depends upon the attitude of the parents for cooperation between the home and the school. That conferences help to encourage better understanding was a cojmaent found in many suggestions. Parents suggested that every effort should be made to interest all mothers seriously in the plan to gain their cooperation. That class room visits by parents for observation of children at work be included in the conference plan v/as also advised by four parents. One parent cited a case where she knew of two mothers who had gained an understanding relationship with the school by the conference plan, which previously had not existed. Four parents wanted the same teacher to keep the child for a full year. A couple of these parents said that the classes should be reduced in size so that a teacher would have no more than twenty-five children. A number of parents gave opinions concerning the length of time of the conference and other physical details. Three parents suggested that conferences be held later in the school year so that teachers would have a longer time to study the child and the latter a better opportunity to make adjustments to a new situation. Parents wanted the appoint ment time arranged so that there would not be an overlapping 93 of conferences and so that they would be private. Others suggested that the length of time required would depend upon the problem. The room tea at which the teacher gave a short introductory talk helped two mothers prepare for the conference and get acquainted with the teacher before the meeting of parent and teacher. Eight comments were received concerning the grade level and type of school in which conference should be held. From a small school comments were received from two parents that the plan would be excellent for a small school but not practical for a large school. Two parents felt the conference valuable especially in the lower grades but not necessary in the upper grades except in connection with a program of traditional marking. However, three other mothers also of lower grade children wanted the plan extended through the junior high school. Grade standards established for each grade so that parents could compare the achievement of their child with others of the same level was a suggestion received from six cases. Parents wanted definite suggestions on how to help children with fundamentals. Several parents wanted an outline of the work to be covered during the year so that they would be aware of what was going on at school. 94 Various comments as to the value of the conference were made such as : one mother said that the time spent in the conference might better be spent giving the child extra help at school. Another parent felt that more study must be given to the plan while another felt it to be of little value. A comment received from the superintendent of the home in which a number of children in School D live is quoted here because it illustrates their particular problem: To whom it may concern: Our children have attended (School D) ever since it was started. I have been here only two years, and have had a happy relationship with everybody at the school. From time to time I have had conferences regarding our children* One for some, and more than one for others. These conferences have been at such times as they were deemed necessary, and were short or long; for the same reason. I, personally feel that the pressure on the teacher during these released time conferences is terrific. They are busy with one parent, and another one appears: then everybody is nervous and wondering who makes the next move. The procedure used in the past was fine for us. Sincerely yours, Adjustment problems were discussed by sixteen parents, of which twelve stated that they had become aware of Response from Parent’s Q^uestionnaire, No. 410. (School D was substituted for school’s actual name in parenthesis.) 95 problems which they had been helped to solve through their discussion with the teacher. A reply received from one parent illustrates goals toward which the conference plan is working. In adult life we do not measure the effectiveness of a person by the factual information he possesses or by his familiarity with the content of a special field of knowledge. We are inclined to judge him in terms of his mental and emotional maturity, his concern for others, the range and depth of his perceptions, his moral convictions, and the qualities relating to an understanding of social principles. We feel the parent-teacher conference helps toward such accomplishment and therefore place much value upon it.^® Suggestions were received that the written report be sent to the parents a week ahead of the conference so that the parent might study any suggested problems before the conference. Another parent thought that both parents should have a conference with the teacher. This parent felt that a night meeting might be placed in the conference period for this purpose. Sixty-eight parents said that they were very much in favor of the plan and that they had received much benefit from it. Many suggested that they had been able to solve their problems and that they had a much greater understanding of the school and the work that it was trying to do. Follow up conferences or some plan to accomplish Ibid., No. 552 96 this purpose was urged by twenty-three parents. Xn most cases a second conference to be held later in the semester to check results was the suggested solution. Others stated that a written report sent two ot three months later would accomplish this purpose. One parent said he would be sat isfied with two short conferences a semester and no written report as so much more benefit was received from the conference. III. TEACHER’S SUGGESTIONS FOR CONFERENCE FLAN Enter any suggestions you have for the improvement of the conference plan.20 (26) Comments (15) No answer Teachers responded with twenty-six suggestions for changes and improvement in the conference plan. Since the majority of the teachers felt the conferences were very valuable to them their opinions are given as possible aid in modifying and adjusting the plan for extension to all schools. (1) Teachers wanted conferences spread over a longer period of time so that they would not be exhausted by conferences in the afternoon and letter report writing in ^^Ap-pendix C, Teacher’s Questionnaire, Question 14. 97 the evening. (£) Conferences should be scheduled later in the semester than the 5th or 6th week in the opinion of several teachers. (3) It was suggested that parents of children needing help be asked to the conference first. (4) One teacher suggested that "conferences be spread out over the semester so that there would still be time for us to do the daily planning and preparing that is so essential for effective teaching.(5) Another teacher suggested that knowing about the plan in advance and having the experience this year would make the conferences easier next year. Sight comments were received concerning conferences with every parent. Five teachers felt that a conference was not necessary where the child was well adjusted, doing nice work, and was happy and cooperative. In these cases all that is necessary is the written letter report. The reason given for elimination of conferences for every child was that time was not left for proper preparation of classroom work. Parents who are always coming to the school for visits, conferences, P. T. A. meetings, and parent luncheons are a problem to some teachers because they monopolize the teacher’s time and cause some difficulty in the opinion of PI Response from Teacher’s Questionnaire, No. E. 98 several teachers. On the other hand these teachers desired conferences with those parents who never came to school. Several teachers felt that conferences should be held with every parent regardless of the adjustment of the child. In cases where progress was satisfactory one conference a semester or year would be sufficient. Two teachers did not favor the conference plan be cause they considered it "too strenuous and nerve racking. The clerical work involved in maping out plans with the parent added to the three conferences a day imposed a burden upon the teacher which depleted her energies for the actual demands of helping children was stated by another teacher who further suggested "have a meeting early in the term where the importance is stressed, but recognize that no one plan can possibly function with every teacher, so give various concrete examples of successful ways that have been tried."25 Most of the comments by the teachers concerned problems of time and energy to prepare for the conference, hold the conference, and record the data while carrying on a regular classroom program. Solutions suggested by 22 Ibid., No. 58. 23 Ibid., NO. 55. 99 two teachers were: Preparation of the conferences takes at least one half hour per child. I would like to see the plan grow into a scheme comparable to: 1. Week shortened day for preparation. 2. Two weeks shortened day for conference, ^ and: It becomes a very unnatural situation when an arbitrary time is set. Let the conference be held in a relaxed mood, concentrating on the subject of the conference rather than on so much paper work. Let there be time allowed for necessary recording between parent conferences. I find thinking through problems with parents after a day of teaching takes more energy than.I have left to do a good job of the conferences. I think one a day would be ideal.25 Recording of data and letter reports were commented upon by five teachers. All were in favor of elimination or modification of the letter reports in connection with the conference. Comments are given from four of the parents because of the suggestions made for modification of the plan. The parent-teacher conference has a great value in itself. It is more satisfactory than the letter report. Both conference and letter report should not be required. Data from the conference could be recorded on a brief outline. 24 Ibid.. No. 32. 23 Ibid.. No. 52 lôo Conferences should be spread over a longer period of time.26 When à conference is to be held, it should not be necessary for the teacher to write a letter. Her plan for the conference should be in as simple a form as she desired. In only a few cases would it be necessary to keep a record of the outcome of the conference. ^The value of the conference would rarely extend to another teacher another year. If there are pro blems concerning a child, the cumulative record should be the source, from which each teacher would get informed as to whether or not the problem was a new one. 27 Bulletins to parents introducing conference plan should be concise, clear, and simple. This one was lengthy and ambiguous. There should not be space where a parent not able to come when asked, can fill in her own time for appointment. This caused conflicts and extra notes of explanation. Two conferences a day, four days a week (or less) are plenty. Never allow a teacher to schedule four in a day. Schedule the two conferences at least sixty minutes apart to allow a few minutes for collecting one’a thoughts before the second mother arrives. Eliminate growth reports. Conference takes their place and serves much better. Then there will be time for writing a report about the conference for office files. ^h±s report to be in a brief form. Make questionnaire to teachers brief, and scarce. They take much time, too. 26 Ibid., No. 20. 27 Ibid.. No. 40. 101 Giving a room tea early in the semester, (about 3rd week) to explain to the mothers our objectives, methods, program, and to meet the mothers and have them see their child’s classroom, is very helpful. At this time the conference plan could be explained, too. Then later, when the parents come for individ ual conferences they will already understand our plan and will be eager to co-operate, I gave my room tea too late this year. It came when I was in the midst of conferences, and over whelmed with work. However, the mothers said they gained much in understanding what our schools are doing. Out of forty-one, thirty-six mothers attended. A room tea, conferences, brief summary of each (for office). This would be the ideal plan. (No growth reports).28 1. C-ive a Progressive Achievement test not later than the 4th week that can be MACHINE CORRECTED. Results in by the 5th week. B. Have a tea for parents. Present in outline form term’s work. Need for conference and purpose of it. Schedule the conference at the tea on a conference sheet as many as possible, two or three a day. 3. Have two weeks where school is wholly dismissed in the afternoons. Have time to have conference of one half hour and then immediately tabulate results before the next conference. 4. No letter report to follow, but a simple form at the conference to be checked and taken home by the parents such as: Your Child is Strong in _______ , Weak in _____________, Home work needed in , or suggestions for help. The parent then takes her slip home and returns it after showing husband. 'I'hese slips are then the record and are put in the Personal Pile of each child. 28 Ibid., No. 15. 29 Ibid., No. 22. 102 IV. PRINCIPLES EVALUATIONS OF PARENT CONFERENCES The four principals held a conference with the Director of Pupil Personnel to discuss their evaluation of the experimental parent teacher conference. Everyone was agreed on the five points which will be discussed below. 1. All were agreed that the conferences were highly valuable both for the parents and the teachers and should result in improved services to children. S. P. T. A. participation in the projects should be limited to parent study groups and child care because of possible confusion with respect to responsibilities of various groups. 3. The week chosen for the shortened days was too early in the semester. The 7th, 8th, or 9th weeks would be preferable and there should be two weeks of shortened days instead of one the next time. 4. The number of conferences per day for a teacher should be limited in order to prevent over strain for teachers during the period when conferences are being held. 5. There would be a distinct loss in the substitu tion of conferences for letter reports. Both are highly valuable in studying and understanding children and in building a growing fund of valuable personnel information regarding each child. Each principal had additional comments to add concerning the conference in his school. It should be Margaret Bennett, (Unpublished letter concerning conference of principals regarding experimental parent teacher conference plan. May 13, 1947), p. 1. 103 recalled at this time that Schools A and C are large schools and that Schools B and D are small. The comments were summerized as follows : School A Too many conferences were held the first week. There was too much late night work on the part of the teachers to write letters to be used in the conferences. The conference time tended to run over the scheduled period and cause lengthy waiting periods for parents. The response of parents to the invitation for conferences was excellent. Only one family failed to respond and many fathers requested late after noon conferences in order that they might attend. School B Principal agreed with report of School A and added the following; Frequent informal Parent-Teacher conferences throughout the school year in this small school tended to prevent new material being presented oftentimes in these scheduled conferences. Conferences were not considered necessary for every child by some parents and teachers. Parents did not seem to reply so frequently on the letters after having had a conference. School C Principal reported: Some feeling on the part of teachers of being over worked. 104 Important to retain both letters and conferences. School D Report similar to that of School B--special emphasis on the feeling by some teachers of being overv/orked during the conference period. V. SimiARY Parents, teachers, and principals were in favor of extending the Parent-Teacher Conferences in the Pasadena City Schools in the majority of cases. Principals considered the conference highly valuable to both parents and teachers. Parents were very enthusiastic in over four-fifths of the cases. Teachers were in favor of it in three-fifths of. the cases, but more disfavor was found for the plan here than in any other group. Teachers.objected to the plan for three reasons, namely, a conference should be called when desired by parent or teacher but not for every child as a routine procedure ; the recording of data placed a great burden upon the teachers combined with the conferences; and more released time should be provided teachers in order to conduct effectively the conferences and do effective Ibid., pp. 1-2. 105 class room teaching at the same time. Teachers found the plan valuable because it was a more effective way of dealing with parents, more professional, and improved parent-teacher relationships. They felt the conferences gave teachers a better understanding of the child. Teachers aBso considered the plan helped the parents to a better understanding of the school and its problems. Parents were highly in favor of the conference plan because it helped to gain fuller co-operation between the home and the school. To build up better understanding was felt by parents to be a goal achieved through the conference. Adjustment problems were discussed at the conference and parents felt they had been helped to meet them through discussion with the teacher. Many parents stated that they had received great benefit from the conference and would like to see it extended. Parents suggested that in some cases a letter report would be sufficient without the conference if the pupil was progressing satisfactorily. Some parents were in favor of returning to a more formal report card in connection with the conference, while other parents wanted the formal report card without the conference. A num ber of parents wanted the teachers to call a conference when need arises. Follow up conferences were suggested 106 by some parents. Principals were in favor of extending the conference plan as they considered it valuable both for parents and teachers. They suggested that a later date be selected for the conference and that two weeks or released time be given for conferences. Conferences per day should be limited to prevent over-strain for teachers and all arrangements for the conferences should be made by the teacher and school. All principals agreed that conferences should not be substituted for letter reports because both were valuable in studying and understanding children. CHAPTER VII SUMMARY AND CONCLUSIONS This chapter will deal with the compiled findings of the study and the conclusions of the investigation. Recommendations regarding the Parent-Teacher Conferences will be found here as well as suggestions of further problems which might be studied in connection with this plan. I. RESTATEMENT OF THE FINDINGS OF THE PRECEDING CHAPTERS Preparation for the conferences. The majority of parents who responded to the questionnaire prepared for the conference. They made these preparations by consulting the other parent, studying the bulletin, and discussing the forthcoming conference with the child. Some parents made notes about problems which they wished to discuss with the teacher. Many parents stated that the conference preparation helped them to study their child. Parents considered the bulletin to be of assistance in preparing for the confer ences . Only a very small percentage of suggestions were received from parents asking for further assistance from the schools. One suggestion from several parents indicated 108 that growth reports sent home before the conference would be of appreciable help in preparation for the conference. Observation periods for the parent to see the child at work was another suggestion to help the conference preparation. Teachers prepared for the conferences by observing the pupil’s behavior, making their own anecdotal records, studying the cumulative records, and collecting a file of work from each pupil. Conferences were held with the prin cipal, former teachers, and specialists in many cases. Reply to the letter report. Parents replied to the letter report in about half the cases. There were indica tions that parents failed to reply in a number of cases because they felt that all information had been covered at the conference. More favor was shown by parents toward letter reports written in complete sentence form rather than by jottings. It is difficult to draw a fair conclusion, however, because of the small response to this question. Value was found by the teachers in using letter reports for organizing pertinent information about the child. These letter reports were a means of initiating on a professional basis the conference with the parent. Many teachers commented that they did not feel both the letter reports and the conferences necessary but that conferences 109 were of greater value to them. The holding of the conference. Most parents indicat ed that their conferences had lasted thrity minutes although it should be noted that "the plan was established with this amount of time planned for each conference. A majority of the parents considered that their conferences were of the correct length although a number did feel that they were too short. Thirty minutes was considered about the correct length of time for the conference by the majority of the teachers. More teachers stated the the conference was too long than it was too short. A general statement pointed out that individual cases determined the length of conference but that the average case could be handled adequately in thirty minutes. Although most of the conferences were held during the sixth school week, teachers suggested that they be held during the eighth school week or later. They suggested that the week of released time be extended to two weeks and that it would be most valuable during the ninth and tenth weeks. Most teachers suggested that two or three conferences be held each day during the shortened school day and that only two conferences be held each day at other times. 110 Some teachers felt, that conferences should not be held every day but that some days should be free to relieve strain caused by continued conferences. Illness, v/orking parents, no reason given, and immediate moving were the reasons chiefly given by parents for not being able to attend the conferences. In only a very few cases were both parents able to attend the conference. In some cases conferences lasted after 5:30. Home conferences were held in a few cases. Teachers considered the shortened day very valuable but wanted it extended over a longer period of time. The primary teachers requested that the shortened day be extended to them. Everyone indicated that the shortened day helped to relieve the burden caused by preparation of classroom work, reports, and conferences. Goals achieved through the conference. Most parents considered the conference valuable in helping them to gain a better understanding of the child and his school. They commented that they had received help which they could not have been given without a conference with the teacher. The Childs interests, needs, and abilities, were better understood by the parents after the conference. To an even greater extent parents understood the child’s Ill relationship with his teacher through the conference. Cooperation between home and school in helping the child’s progress was a valuable outcome of the majority of conferences. Teachers reaction to the value of the conference in reaching the established goal was not as high as that of the parents. The conference was found to be valuable in gaining new information concerning a child’s interests, abilities, and needs. Teachers also considered the conference valuable for gaining increased understanding of the parent-child relationships and the child’s adjustment in the home. The conference fell down in the teachers’ opinion in helping parents to understand the present day school objectives. Another weakness was found in parent and teacher planning to make plans for the child, although teachers stated that plans which had been developed in the con ferences were carried out in more cases than not. The teachers stated that in a number of cases conferences helped parents to understand the child’s needs. They also showed the parents how the child develops. Recording data. The problem of recording data in connection with the conference is the greatest weakness 112 in this plan. Few teachers recorded data fully in connection with the conference. In some cases teachers had recorded data but in general it was only for cases where particular need arose. In a fewer number of cases teachers did record data concerning additional plans for the pupil. Teachers did not favor the idea of recording data for two reasons. First, they considered that in many cases there was an overlapping of data and secondly that too much time and energy was involved in addition to the regular daily work. Meeting children’s needs. The needs of individual children were better met by the teachers after the conference. They felt that confering with the parent gave them a better background for understanding the child and thus helped them plan procedures for meeting special needs. A majority of parents felt that the conferences had helped them make new plans for their children. Indication was shown that in cases where no new plans were made as a direct result of the conference an earlier conference with the teacher had resulted in new plans. In other cases parents stated that no new plans were felt necessary in the particular case. Many illustrations were given to indicate that parents had given careful study to the problems of their children both at home and at school. 113 Extension of the conference. Principals, parents, and teachers were all in favor of extending the Parent- Teacher Conference plan in the Pasadena City Schools. The principals were highly in favor of its extension because they considered it highly valuable to both parents and teachers. Four-fifths of the parents were highly in favor of extending the plan to include all the schools. Not so many teachers were in favor of the plan largely because of the time involved. However, even so, three- fifths were in favor of extending the plan. Fuller cooperation between the home and the school was the reason given by the parents for extending the plan. Parents felt that many of their children’s problems were better understood through discussion with the teacher. Teachers found the conference valuable as a more effective means of dealing with parents and in gaining fuller cooperation between the home and the school. They considered that they had gained a better understanding of the child and his problems. Many teachers and parents suggested that one means of solving one of the problems of the plan was to hold a conference only when need arises. The letter report versus the more formalgrowth report form came into the dis cussion of the plan by a number of parents, but the opinion 114 was divided. Principals were highly in favor of the plan with some modification. They suggested that the number of conferences per day be limited. A later date for.the beginning of the conferences and that two weeks of released time be given were further suggestions from this source. Both letter reports and conferences were felt to be valuable and all principals were agreed that conferences should not be substituted for letter reports. II. CONCLUSIONS OF THE INVESTIGATION Parents, teachers, and principals were all agreed that the Parent-Teacher Conferences were valuable in establishing better relationships between the home and the school. It was felt by all that a fuller understanding of the child and his needs was gained through this method in which a direct exchange of ideas occured. The preparation for the conference was considered a very important part of the conference plan. Room teas in which the teachers introduced the conference plan were adjudged very valuable contributions. The bulletin for parents was found to contribute to the preparation for the conferences. Letter reports sent immediately following the 115 conference did not have as much value as those sent sometime before the conference. Parents did not reply to the letter report sent directly after the conference because they felt the material had been covered at the meeting. Improvement and change in this phase of the plan are desirable. Thirty minutes appears to be about the correct time for holding the conference except in exceptional cases. Care should be taken that conferences do not overlap so as to preserve the private discussion between parent and teacher. All conferences should be limited in number to two or three a day. This would eliminate much crowding, over lapping of conferences, and late conferences. Released time should be extended to a two week period and should not start before the eighth week. The most valuable time would be the ninth and tenth weeks. One of the greatest problems in connection with the conference plan was found to be the recording of data. Difficulty was found in an overlapping of data recorded in various places. A second difficulty wasthe time involved in recording data. All groups favoredthe extension of the Parent- Teacher Conference plan. Most teachers agreed that pupils’ individual needs were met better after a conference with the parent. Better cooperation between the home and 116 the school was found to be one of the chief reasons for extending the plan. Parents considered that they understood many of their children's problems better after the confer ence and that they could cooperate more effectively after a discussion with the teacher. III. FURTHER PROBLEM'S TO BE STUDIED Recording of data is still one of the greatest problems of the conference plan. It has a vast effect on the success of the plan and determines the lasting value of conferences. Effective means of securing a permanent record of pertinent information would be valuable. In-service training of teachers is another problem which grows out of the conference plan. This study might include means of gaining support with parents, discussing important issues, and types of recommendations to make to parents. The time and energy problem involved in preparing, for the conference, holding the conferences, and recording data, while preparing for and teaching school is another study which should be conducted in connection with the confer ence plan. This problem is very important one as it has such a direct bearing on the success of the conferences. 117 IV. RECOMMENDATIONS TO THE PASADENA CITY SCHOOLS On the basis of data presented in this study it is recommended that: 1. The conference plan be extended to all the Pasadena elementary schools. 2. Released time be increased to two weeks with school dismissed at noon so that time may be allowed to prepare for regular classroom work, the conferences, the holding of the conferences, and the recording of data. 3. Three conferences be the maximum number to be held during the released time and one during the regular school session. 4. Conferences be scheduled for an average of one- half hour each depending on the individual and that fifteen minutes be allowed between conferences. 5. Released time be extended to two weeks and placed at the ninth and tenth weeks. 6. Conferences be held for every child but not necessarily during the conference period provided a confer ence had been held previously. 7. Conferences where the need is greatest be sche duled first. 8. No outside meetings be scheduled for teachers during the week immediately preceding the conference period 118 and during the conference period. 9. Brief letter reports sent to parents during the sixth week, largely for their report of the "Child at Home"^ be used by the teacher in preparing for the conference. 10. A follow-up letter report be made in January to summarize the achievement made by the child during the semester. 11. The recording of data be limited to the letter reports and the cummulative record, except in exceptional cases. 12. A more extensive in-service training be estab lished to help the teachers with the conference.plan. BIBLIOGRÂPHT BIBLIOGRAPHY jl. I3C)0:K23 Ashburn, Frank D., Primer for Parents. New York: Coward- McCann, Inc., 1943. 196 pp. Adams, Fay, Educating America's Children. New York: The Ronald Press Co., 1946. 489 pp. Baxter, Bernice, and Anne Bradley, An Overview of Elementary Education. Boston: D. C. Heath and Company, 1945. 126 pp. Cox, Phillip and John Duff, Guidance by the Classroom Teacher. New York: Prentice and Hill, Inc., 193Ô. Erickson, Clifford, and Marion Happ, Guidance Practices at Work. New York: McGraw-Hill Book Co., 1946 Folsom, Joseph K., Youth, Family, and Education. Washington, D. C.: American Council on Education, 1941. 299 pp. Good, Carter V., A. S. Barr, and Douglas E. Scates, The Methodology of Educational Research. New York: D. Appleton-Century Company, Inc., 1941. 890 pp. Hurlock, Elizabeth, Modern Ways with Children. New York: McGraw-Hill Book Co., 1943. Le Fever, D. Welty, Archie Turrell, and Henry Weitzel, Principles and Techniques of Guidance, New York: The (Ronald Press Company, 1941. Macomber, Freeman, Guiding Child Development in the Elementary School. New York: American BooE Co., 1941. Ross, C. C., Measurement in Today's Schools. New York: Prentice-Hill, Inc., 1946. 597 pp. Strang, Ruth, Pupil Personnel and Guidance. New York: The MacMillan Co., 1940. 351 pp. Syrkin, Marie, Your School Your Children. New York: L. B. Fisher, 194¥I 2Ë4 pp. 121 Traxler, Arthur, Techrllques of Guidance> New York: Harper and Brothers, 1945. 294 pp# B. PERIODICAL ARTICLES Armstrong, Hubert C., "Teacher-Parent Conferences," California Journal of Elementary Education, XI, No. 1, (August, 1942),31-35. Bell, J. W., "Parent Interviewing," The School Guidance Worker, XT, Vol. 2. (February, 19^) 1^4V Gesell, Arnold, "The Teacher-Child Relationship," Understand ing the Child, I, No. 1 (January 1931), 7-9. Hill, Patty S., "Educational Guidance in the Nursery School, the Kindergarten, and the Elementary Grades," Under standing the Child, III, No. 4. (November 1933) 5-5. Lloyd-Jones, Esther, "Can Teachers Qualify as Guidance Workers?" IX, No. 3. (October, 1940), 3-6. Understand ing the Child. Meek, Louis Hayden, "What is Guidance in the Classroom?" Understanding the Child, VIII, No. 3. (October, 1939) 9-irr — ------------------ Rolfe, Stanley H., "Child Guidance in a Public School System," Understanding the Child, VI, No. 1, (April, 1937) 17-19. C. PUBLICATIONS OF LEARNED ORGANIZATIONS Conner, Jay Davis, "The Effect of Parent-Teacher Cooperation in the Study and Planning of Educational Activities Upon the Progress of Pupils in School," Vol. 41, No. 12. Unpublished Doctors' Dissertations, Los Angeles: University of Southern California, University Chronicles Series. ■ 1946. D'Evelyn, Datherine E., "Individual Parent-Teacher Conferences, a Manual for Teachers of Young Children," Practical Suggestions for Teaching, No. 9, New York: Bureau of Publications,"Teacher* s College, Columbia University, 1945. 99 pp. 128 D. UNPUBLISHED MATERIALS Bennett, Margaret, "Conference Report" Unpublished letter concerning conference of principals regarding experi mental parent-teacher conference plan. May 13, 1947. 2 pp. "The Parents' Part in the Teacher-Parent Conferences", Unpublished material presented to parents by the Pupil Personnel Department, Pasadena City Schools, October, 1946. 3 pp. "A Summary of Parent and Teacher Comments on Our Growth Report Plan," Unpublished bulletin Pasadena City Schools, n. d. "Parents' Reactions to Conference-Letter Reports,” Unpublished bulletin Pasadena City Schools, n. d. "Evaluation of Conference-Letter Report by Parents, Analysis by Schools,” Unpublished bulletin Pasadena City Schools n. d. APPENDIX A. BULLETIN SENT TO PARENTS Pupil Personnel Department Pasadena City Schools 124 October, 1946 THE PARENTS' PART IN THE TEACHER-PARENT CONFERENCES I. Purposes of the Conference. To discuss the child's progress and development less hurriedly than is usually possible in the regular school schedule. To increase teacher and parent understanding of the child’s interests, abilities and needs. To plan the most helpful program for the child to meet his needs for growth and development. II. Preparing for the Conference. Since better understanding of the child is one of the chief purposes of the conference, parents should review and perhaps jot down some of the most significant information regarding their child. This may include interests, achievements, probable abilities, health, and relationships with others. We should remember that each child is different from every other child in his possibilities and in his rate of growth. Also, that it is normal for everyone to have both strengths and weaknesses and some problems of adjustment. Our goal should be to improve our understanding of the child in order to help him to grow, to learn, and to live as happily and effectively as possible* Following are suggestions of some things to note. Do not be limited by this partial list. 1. Health and physical.development. Unusual, serious or frequent illnesses; eating, sleeping and other health habits; amount of energy and endurance; disposition; muscular coordination, vision, hearing, and special assets or ' handicaps. The first school conference will usually call for more detail with regard to early health history than will later ones. 2. Attitude—"toward school, toward self, toward others. What does he say about school? How does he show his feelings about him self and others? 3. Companions and Friends, Does he make friends easily? How well does he got along with them? Does he play with those his own age, or with those older or younger? \ -1- 125 4. Place in the Home. Age in relation to other children. Caro of self and possessions Duties and responsihilities& Use of allowahoéi Relationships with others in family groups Methods of control or discipline which have been most efféotivoî 5. Interests— "in play, hobbies, work> reading, people, pets, music, art, dancing, construction, etci 6. Special abilities or disabilities observed— How evidenced? 7. Behavior and oarsonal characteristics. Here p. . t? lirted sone traits. Think of a range from the extreme of on- trait GO Gbo rvtromo of its opposite and list or check those whicn lugpoot characteristic behavior tendencies of your child:, hr.i.descriptions of specific behavior will often help to cl. Idy ; ; cur i dc a u, Do not be limited by this list. Indeper.do: Dopendent Irinuls Ive Alert Absent Minded Thoughtfcl Persvu’ ering Qpi'cting .Assertive Submissive Self-Confident - Shy and Sensitive Wide Interests - Harrow Inrorests Energetic - Easily fatigued Adventuhous - Timid_ Calm Amcious Affectionate - Unresponsive Sociable - Seclusive Irritable • Even tempered^ Intense - Apathetic__ High Strung Relaxed Stable - Changeable Impulsive - Doliberate Orderly - Disorderly Curious • lacking in interest 126 8, Your désirés and ambitiôns tor your child. What do you especially wish for your child? Do your desires agree with your child's intorests and abilities? 9. School Progress » Are you satisfied with your child's progress in school? What would you like the school to do for your child that is not now being attempted? III. Participating in the Interview, 1. The conference should be friendly and informal, and give both teachers and parents an opportunity to learn more about the childé 2. Thor© should bo mutual trust and good faith with respect to the confidential nature of matters discussed. The teacher must not disclose confidential information to anyono without the parent's consent and not discuss any matter considered in the interview ex cept with the principal or a profossioaal person who might hoIp in the solution of a problem. The parent must not discuss with the child problems which the toachor fools ho is not yet ready to face. 3. Some difforoncos in bohavior at homo and at school are to bo ex- pGctod, Toachor and parents should soek causos of differences through frank mutual exchange of information, rather than fooling critical toward each other, 4, Not all personalities adjust equally well in a faeo-to-faco inter- viow, A spirit of mutual helpfulness in serving the best interests of the child should prevent any possiblo barriers duo to differences in tomporaraont or point of view, 5, Both teacher and parent should strive to understand each other's point of viow. Talking out a problem frequently helps us to under stand it better and see possible solutions. There should bo free give and take in the discussion even though both parent and teacher will be limited as to time, 6, Wo should avoid hasty generalisations about the child or ourselvos. Real undorstanding comes through continued study of many factors, Froquontly wo must reserve judgment. Always we should seek to understand rather than to condemn the shortcomings of the child or ourselves. 7, One outcome of the conforenco should be a coopérâtivoly dovelcpod plan for tho child's school year, directed toward making the most of his assets or strengths, improving weaknesses or handicaps, and achieving well-rounded growth and dovolopment. 8. 7ie should never lose sight of the child's point of view. Oppor tunity should be afforded at home and at school for tho child to participate in coopérative planning in those areas well within his ability to understand and accept without fooling inadequate or insecure, -3- APPENDIX B. EVALUATION OF EXPERIMENTAL PLAN FOR PARENT-TEACHER CONFERENCES QUESTIONNAIRE SENT TO PARENTS EmnJÀTION O P EXPERIjOTTAL PLAN FOR PARENT-TEACHER CO NFERENCES 1 2 8 Questions for Parents To the Parents of ElenontarySchool Children; / During October and Novembor of this semester, four schools took part in an ©scpcrimont with planned parent-toacher conforonoes to supplement the usual letter • report to the homo, Bio purposes of those conferences wore to increase mutuo.l understanding of each child's needs and to plan for his best growth and develop- mont. Per one wo ok, tho school day was shortened in the upper grades to provide more convenient times for sone of theso conferencos than would othemYise have been possiblo. Parents were given bulletins containing suggestions for their part in the plan. Wo wish to secure the judgment of parents in these schools as to the helpful ness of this service. We shall appreciate receiving your responses to the questions below. Please seal your questionnaire in the attached envelope and return to your child's teacher by Monday, Januarj^ 20, 1947, Principal 1, In what grade is your child onrollod? (NOTE; If you have children in more than one gro.de, pleo.se fill out one questionnaire for each child,) 2, Approximately how long was your conference? minutes 3, What wo.s your reaction to the length of tho conference? Longer than necessary Approximately tho right length Too Short 4, In your judgment, wore certain goals achieved through the conference with the teacher which would not have been achieved through the letter report alone? To what extent did the conference help you to; Very Helpful Of some Value Of little or no value a. Gain a better understanding of your child's interests, abilities, and needs b. Gain a bettor undorstanding of your child's relationships with his teacher c. Gain a better understanding of what the school is trying to do for your child d. Cooperate with the teacher for your child's progress, both at school and at homo 1 6, As a result of the conference, have you made new plans to meet some of your child's needs? Yes No _____ 6, Did the conference help you to follow through on some plans you had already made for the welfare of your .child? Yes' No Parent Questionnaire p* 2 1^9 7. you cheolc "yes'* for question 5 or 6, would you please give illustrations? ' 8, Do you fool that the bulletin concerning conferences helped you to prepare for your interview? A great deal To some extent Little or none llïhat further assistance could the schools have given you in helping you to prepare for the conforenco? ^hat kinds of preparation did you nakc for the conforonce? (Check any typo of preparation mado.) % de jottings concerning the points listed in the bulletin Discussed your child's needs with the other parent Disoussod with your child the problems which you planned to present at tho conforenco Other preparation lê# Ü3io teacher prepared for the conference with you by writing a letter report concerning your child* a. Did you reply to the letter by entering on the reverse side infonnation concerning "Your Child at Hone ? " Yes No Coimaont s b. ^%at would have been your reaction if the teacher (in order to s ave tine) had not used coii^loto sentences in her report on "The child at School,” but had entered only jottings (such as "discipline,” "health problems,” "good leadership,” etc,) as a basis for her discussion with you? 11# Do you consider the parent conferences of sufficient value to vfarrant 'the ; extension of the plan to other schools? Yes No Further study needed 12# Enter on reverse side any suggestions you have for the in^rovoment of the conference plan# APPENDIX G. EVALUATION OF EXmiMENTAL PLAN FOR PARENT-TEACHER CONFERENCES QUESTIONNAIRE SENT TO TEACHERS 131 L : p L . ' c . c : ; v i i ? « f ; . ; y.U:' L: i - : ! / . . facj, : a Qucstio:..c . c ' a ? xcaoHci’ n ko ïenohoro of tho "BlLinjntary nch^olot Your sohool vao o r n a of four t h a : ' : . took part in the plan . f o r .rolor.cod t-lno for poront-toaohor conforenocs to oupplomont the latter reports to tho hoiac « ' Your roeponooa to tho quostlo.no beXow Td.ll bo approciatod to acoist in tho ■srjalu.?ition of tho plan# Ploaso return your replies to your principal, by Friday. January 17, 19 4 7., % haw? re-quootcd that parent reactions bo addrosood to tho Roooareh Office in c G sa led onvolopo in order that tho a cf e iini strati vc staff and tho Board of Education mi^it Imvo a zroro conplclo object ivo appraioal of tho ©npsrim octal p . l p , n •Yaoh toachor will bo given a aummary of tbo roturns for her groups, ao wo 11 as the zifficlal ooiipoaits reporte Wo trust that you "Rill approve of thio pr^oo(hiro. M f ] , ? Sadis La Kidd. ChairisDi Comxnit'jGO on OroiTbh Reporte T k ) . , of 'W?il8 claes Eo-^ of ner; pupi]^; Gre.d@ School * ' ‘ f t i * * £ S : * . * - C i2 : u > • •4 . * > j r t a ^ # u r f d r ; . . r ; » i r j a » j g g ^ - : . ’ g > > T ? ^ " . r < « a » i i k j r y , as * i j e < # * . m wu a i m L » - A ' , . , 1; Ai proximatol^y huw ma:ay ocnferonooG did you hold c.ur3ag oaoh of tho folloTd.r.g ■ wcLkn? i'll 7th 6th Sth 10th Total no:, hold # A a # s B M i i n i #3 :4 f a e • a o j ' : * i « « a u . f5 * s f c J t » ' s a s a w a w r a n i f a r j y i » «mRMuw^eqncgi « ï . j : t * . w w s < u t4 * S6 < M t i a i y a : î t i f l L » 2 c . X r . your judfpaor.t, which ?iOsk of tho school samcstor would he boat for ohor-bj'' ÇI 530hool days? 0th 7th 8 th 9th 10 th * t c Æ S K S ^ a u M : i s x f r o K T f t S M M u e n s i i » t v o t a ^ i ^ a t s c My s ! » r z 3 e t m < * . ' ¥ t * j f a a » Uo F ez h o w m’ ^ny p a r o n t o wer© you in ia h le ko a r r a n g e a o o n fo r o iiG o ? I r . thoo© 3UÜ0G, what reasons were given hy the parents for their inability t cc-mo? 132 ■ L . I : i hz:r m c _ 3:y e o dil botli paru its oeno for tlio c ; . : a l ' 0n ' o : : „ o r Y la hOT; m r ! : : a y caoeo vjore your oongeronocs achcdulctl afk^nr 6:00? I r i hon uxaj casos did you go to tho lorn® for tho cosforgiico? 3c I : a how imijy oasoo did you fool that tho mlf“ - * 2 i o u r allowed for couforonoc' w a r » Too long Just about rigiit Too shorrb J ! ■ » ■ ■ . 1 . 1 . m , . m I I . . . . K M V T C M i ' 3 f i L;. your judgment, how imny ooaforonooa should bo hold im a singlo day? , a ; During tho w®ek of shortonod cWys co:nfore:o.cao oor day Du During T»ho othor weokfs oonfoz'ouGoc per day 4 - s t i e i a w m M c Q s s s i y w ^ * ' 7 . . Chock tho souroos of information you uood : l m propsrlng for tho oozLTorenoeGv, t r c a r n i " . x t s a i È K ' » , n r > « e u > « u s a t M t » w I t a f f * w f i a ; w * , r r ’ « n * i Observation of child'o beliavlor iinctsdotal rooorde (your o\mi) ^Cumulatiyo rooerdo ^ovieua letter reporto Other information from individual reoox’ d foldore ConfercnoeG with previous toachors Conf oronoes with pr inoipalo Pupil's file of work Other aour000 (desoribe) Ploa/so go back ovor tfe© lict and doublo^^chock those aourocs which wore most helpful to yoxu To what did your p-ro'^rioixaly preiparod letter report oorvB au a baoia for- a* Organising; pertinent information about the child Tory helpful Of soiao value Of little or no vu lue b* lniti?iti:ûg tüxe interview with the paxwpt ©xi a prof@0oional barjifj Very helpful Of aoxco vu lue Of little or no 'value ^ ^ ' < r ï X « M . < s = r » u i u « r J » i « M i « a h *6 i d a i r y 6 » Comiiieats oa this feature of plan To what extant were you able to follow the preooduro suggested for Cc Recording oignifioant data roault'lsg from the oenforenoe^ to bo filed in tho roooi'd folder For every corferonoe For tho znajority of cosforoncoc For % few ^ » r s » e s f * x » w « m w i * oonforonooe For no oonforenooe « u £ U : e < œ t f O «4 i i M » 133 L • c"]y\oi. oX a st/tm-:'.'.; zi' xx'liz^nxZ. .plr:::, icy ù:;o o . ". nz© ts bs balisn l i c c z o by tho parcn'; 'vhc o i C ) 0 " ; t j ; bo file;, v ' : ^ ) p u p il ^0 fo M c z For ovory ooBi’o rQ F iQ C ^ Fox* tho n x jc z 'ity o f cocforor.ios ^ F e r ;i ftîT W o o n f o r n a c o n fe r O r . . Vtet Guggoationr» do you. havo for improving prcoedurea for rocordl::g inéorvifÆ 'o? Ir . your judgment# woro c e rta in go&lo achievod tdu'ougli tlio oonforonoe Tvlth tho p f'.ren t w hich vw uld mot have homi ao-hio-vod thz'ongh. th o le t t e r ro p o rt alono? To what @%tont did tho ooiiferonoo holp you to gains &e Nsw information concoxxdng a ohild^c interests, abilities, mad îioodo b<ü Increased imdarGtaKiding of tho paronk» child relationohipo smd the child®s adjuotmont in tho homo c < i . B o tte r understanding by th e pux^oat o f proson^day cckool objoctivoo d^ Bettor undorstanding by the parent of his child®8 noodo 0 4 ) More do sir able attitudes on tho part of the parent vrith respect to the ohild®o problems of dorelrpmont f& Mutual participation of parent and teaohor in mmking plans for the child go Initiation of ©ffootiTo action in carry ing out plana «tjoporatively doimloped by parent ami toachor Ti„ Aa a result of the parent conf oronoes g h&va you bocmlK'Dlc'lib ¥®ry Of 0ca@ ' . Of littlo : .............. 1 1 1 .t ; t ' w J f T > v d “yeÜF procédures in mooting tho iieeclo of individual ohi'ldren? A groat deal To semo oxkent Little or none 12. . , Of how much mluo for parent conferences was the weak of shortened fjoliool d%;c? Of great value ^ Of acme -mluo _ J)f little or no valuo Or,hmimtîi 134 1% Do you Gonoider the ptiront conforenc© of oufriolo?:'; to T x j r z ' c . ] : ! o:*ct?nGion of tho plan to otlxor oGtoolo? f * « w w . * r f c i r c f ; » « r r r - ^ « r s a t a j w r s w A u t i i . ; ? Yoo^ No Commonta i t B r r i W " » w w# w «m w * « « K m r t * k u e . # ' * - * # , 1 * , . YmMD Ur K a M M f ' K l « 1 4 e Eater a ry suggestions y o u h a w for th e i g i p r o v i a o n t o f tho o o z z f e r o n o o otoa.5

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Asset Metadata

Creator Wilson, Alice Hubley (author)

Core Title An evaluation of the experimental parent teacher conferences in Pasadena elementary schools

School School of Education

Degree Master of Science

Degree Program Education

Degree Conferral Date 1947-08

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education,OAI-PMH Harvest

Format application/pdf (imt)

Language English

Contributor Digitized by ProQuest (provenance)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c37-238419

Unique identifier UC11648603

Identifier EP55470.pdf (filename),usctheses-c37-238419 (legacy record id)

Legacy Identifier EP55470.pdf

Dmrecord 238419

Document Type Thesis

Format application/pdf (imt)

Rights Wilson, Alice Hubley

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA