Work

A Scoping Literature Review on Parent Interactions with Teachers and School Environments at the Middle Level

Year: 2024

Type: article

Abstract: This scoping literature review explores parent interactions with teachers and school environments at the middle level, particularly how parents and teachers perceive middle school environments and parent–teacher relationships, the strategies that schools use to foster parent–teacher collaboration, and the impacts of these interactions on students. The research team identified 14 peer-reviewed studies from 2015 to 2024 that focused on parent interactions with teachers and school environments at the middle level, including parent and teacher perceptions of school environments and parent–teacher relationships and collaborations. The findings revealed a common disconnect between how parents and teachers view school environments, but also showed that intentional, structured communication can help to bridge these gaps. The review also highlights that research on strategies to enhance parent–teacher partnerships is limited and context-specific. Based on this review of the literature, more research is needed on how home–school relationships benefit diverse middle school communities and how collaboration can support student success, particularly during the critical middle school years.

Source: Education Sciences

DOI: 10.3390/educsci14121364

Authors: Sarah E. Pennington, Judy H. Tang, Kent Divoll, Pamela Correll

Institutions: Montana State University, Westat (United States), University of Houston - Clear Lake, Missouri State University

Language: English

Topic: Parental Involvement in Education

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,046