Date of Award:

5-1955

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

School of Teacher Education and Leadership

Department name when degree awarded

Education

Committee Chair(s)

John C. Carlisle

Committee

John C. Carlisle

Abstract

This study is an outgrowth of the cooperative efforts of the instructors at the Utah State Agricultural College Elementary Training School (Whittier). An attempt was made to show that the parent-teacher conference is one of the best possible means of reporting pupil progress and growth.

Although individual parent-teacher conferences had been used at the Whittier for many years, there had been no attempt to formalize the topics used in discussion, or to standardize the procedures. Through continued study, the instructors at the Whittier had gained an unusually good understanding of the several phases of child development. The conference has been an attempt to enlighten both the parent and the teacher as to the child's progress - - - physically, mentally, socially, and emotionally.

The study included the results of five conferences from each of seven teachers, or a total of thirty-five conferences. Although this was not a large sampling, every possible precaution was taken to eliminate inaccurate data growing out of unnatural conditions. Precautions were also taken to read, classify, and chart all material with the greatest possible accuracy. This paper, then, presents the items of discussion with an analysis of the various categories mentioned in parent-teacher consultation.

At present the parent-teacher conference has its place as an important part of the school philosophy. It is one of the processes by which parents and teachers can help children. It is also one of the most effective methods of gaining assistance from the home in an attempt to do the most for children. An effort was made in this study not to over-rate the parent-teacher conference, for it is only one of the aids in carrying out the best possible program. Hymes (12) writes: "Some people think too highly of home-school relations. In their eyes it becomes a magical cure-all. They like to believe that as soon as they master the techniques, all their problems will roll away."

Moreover, it is realized that neither the parent-teacher conference, nor home-school relationship should be thought of as a final planned program. Grant (10) states: "At least one conference a year, more if possible, with every pupil's parents should be made a routine part of the school's program." (The underlining is by this writer for emphasis)

The objectives of the study were to determine the topics which were discussed in parent-teacher conferences with regard to child growth and development. In determining this, the most common parent and teacher interests, it was assumed, would be indicated through the number of times a certain phase of development was mentioned. This would likely indicate what instructors at the Utah State Agricultural College Elementary Training School considered important in parent-teacher conferences. From the study the thoroughness of the method could be determined. Suggestion could be made for further methods, procedures, and topics which, under certain circumstances, might be effective in making the parent-teacher conference a more efficient form of reporting pupil progress.

Accordingly, the following statement of hypotheses was formulated:-

Instructors at the Utah State Agricultural College Elementary Training School attempt, during parent-teacher conferences, to inquire into all of the aspects that enter into the child's learning and development.

Certain aspects of child development change considerably, become more important or relatively unimportant, as the child grows from one age level to another. It was anticipated that these observations would be reflected in the parent-teacher conferences.

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