Is Parent-Teacher Cooperation in the First Year of School Associated With Children's Functioning?

• In Event: Marriott Roundtable Session 28
  In Roundtable Session: The Role of Parent Involvement in Academic and Social-Behavioral Functioning in Elementary School Settings

Abstract

In the present study, associations between parents’ and teachers’ reports of cooperation were examined as predictors of children’s academic skills and social functioning during their first year of school in Norway (N=932). Controlling for children’s achievement and behavior prior to school entry, children whose parents and teachers both reported very good cooperation with one another were rated as having better academic skills and social skills and as having fewer negative behaviors than children whose parents and teachers did not report very good cooperation. In addition, if both parents and teachers reported very good cooperation children’s academic skills were rated as higher than if parents and teachers disagreed such that one reported very good cooperation, but the other did not.

Authors

• Kyle DeMeo Cook, Education Development Center, Inc.

• Eric Dearing, Boston College

• Henrik Daae Zachrisson