C225 Task 1

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Western Governors University *

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225

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Communications

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Jan 9, 2024

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Research Questions and Literature Review- C225 BEP2 Task 1: Annotated Bibliography Kyle Clinedinst Student ID-001029234 Mentor: Shannon Hardiman May 17, 2022
A. Identify an education-related research topic of interest to you (i.e., the broad subject matter area to be investigated). Research Topic: What is the most effective way to communicate with elementary level parents. I have chosen this topic because I teach 3rd grade at a low socio-economic school. I have found that the students with parental support tend to have higher achievement scores in the classroom. When I started teaching, I used to communicate with parents via weekly newsletters, phone calls, and conferences. Now, I implement all of these, but also communicate through a digital platform. I want to know what form of communication the parents prefer and how to better communicate with parents. B. Detail your search process by doing the following: 1. Identify seven separate search phrases or combinations of keywords used to search for literature relevant to the research topic. 1. Parent communication 2. Parent teacher communication 3. Parent involvement 4. Parent teacher digital communication 5. Elementary parent teacher communication 6. Student Mathematic Achievement 7. Implications of parent involvement
2. Identify two more search phrases or combinations of keywords used to retrieve additional literature after your initial search. 1. Academic impact of parent involvement 2. Academic impact of parent teacher communication 3. Explain why specific phrases or combinations of keywords yielded the most useful searches (i.e., those that retrieved the articles most relevant to the research topic). As educators, we know that parent and teacher communication is vital for not only students’ academic success, but also for their social emotional and behavioral progress. When searching “parent communication” in the WGU Library, I got over 2 million results. Many of the results had nothing to do with parent/teacher communication. So, I needed to be more specific when conducting my search. When searching parent teacher communication, I was able to find articles that were more specific with my area of interest. This search led me to finding an article about digital communication and how it is most effective with parents today. C. Develop an annotated bibliography 1. Kuusimäki, A.-M., Uusitalo-Malmivaara, L., & Tirri, K. (2019). Parents’ and Teachers’ Views on Digital Communication in Finland. Education Research International , 1–7. https://doi.org/10.1155/2019/8236786 This peer reviewed article used a mixed methods approach to explore parents and teachers views on how digital communications promotes partnerships. This study
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completed in Finland gave 1,123 Finnish parents and 118 Finish teachers a broad, quantitative Digital Communication questionnaire. They also gave open-ended qualitative questions to a small sample of participants. The goal of the study was to learn how parents and teachers rate their digital communication focussing on three main aspects. (1. Partnership 2. Feedback 3. Clarity) Parents and teachers seemed satisfied with digital communication as a way to build a partnership. However, parents felt that digital communication limited the amount of positive feedback about their child from the teachers. Also, only 40% of parents and teachers feel that digital communication is effective when discussing student conflicts. Teachers felt that digital communication was too ambiguous and limited clarity. A strength of this source is the data. The questionnaire asked specific questions about parent/teacher communication, and it was clear to see how parents and teachers felt about each topic. A weakness of this source was it did not include the open-ended, qualitative questions in the results. It stated “these results will be reported elsewhere. 2. OZMEN, F., AKUZUM, C., ZINCIRLI, M., & SELCUK, G. (2016). The Communication Barriers between Teachers and Parents in Primary Schools. Eurasian Journal of Educational Research (EJER) , 66 , 27–46. https://doi.org/10.14689/ejer.2016.66.2 This peer reviewed article used a quantitative research method approach to determine communication barriers between teachers and parents. This article focuses on the teacher’s perspective. The purpose of this study was to identify the
communication barriers between teachers and parents so that teachers can have better communication which helps support parents, teachers, and the school environment. The findings show that teachers experienced “individual” barriers at a “general” level, but other barriers such as “socio-cultural,” “accessibility,” and “field and status” were limited. It is important to note that new teachers, years of experience or less, had the most individual barriers. Some of the main communication barriers were socio-cultural differences (language, dress), only meeting with parents when money is required, and parents’ trust issues with teachers. A specific strength of this article was the research on cultural differences and how they affect communication. My school has a wide range of cultures and social-economic levels. This study shows that teachers need to first gain knowledge of the different cultural groups before they can develop effective communication with their parents and students. A weakness of this article is that it only focuses on the teacher's perspective. Communication barriers affect both teachers and parents. 3. Higgins, A., & Cherrington, S. (2017). What’s the story? Exploring parent-- teacher communication through ePortfolios. Australasian Journal of Early Childhood , 42 (4), 13–21. https://doi.org/10.23965/AJEC.42.4.02 This peer reviewed article used a mixed methods approach to find the benefits and drawbacks of communicating through ePortfolios and the types of communication used through ePortfolios. “A portfolio can be described as a purposeful collection of artifacts that tells the story of a child’s effort, progress and/or achievement.” -(Abrami &
Barrett, 2005). This article used an online survey, analysis of exemplar learning stories of four children’s ePortfolios, and interviews. A major finding from this article was that parents and family members alike felt well informed about their child’s learning experiences through ePortfolios. Also, all the teachers and parents felt that the ePortfolio helped to build communication between home and school. The findings of this article also found the main type of communication through ePortfolios was affirmation at 44%. Gathering and giving information was the second most frequent type of communication at 25.9%. A strength of this article is that the findings show that ePortfolios not only strengthen communication with parents but also allow for other family members such as grandparents to gain knowledge of their children's education. A weakness of this article was the lack of diversity and the limited sample size. This article focused only on 33 families and 7 teachers. 4. Marcon, R. A. (1999). Impact of Parent Involvement on Children’s Development and Academic Performance: A Three-Cohort Study . https://files.eric.ed.gov/fulltext/ED427880.pdf This peer reviewed mixed methods article used both qualitative interviews of teachers and quantitative questionnaires for parents. The purpose of this study was to find a correlation between parent involvement with their students' education in pre- school and the child outcomes or achievement. The data categorized parent involvement into 2 groups, low or high. The results show that students who had higher parental involvement had a significantly higher “Vineland composite score” which shows higher level of development. A key statement from this article was “Getting parents to
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do just “a bit more than nothing” can have a significant impact on young children’s development and academic performance. A strength of this study is the sample size. They selected 49 schools from 62 teachers and 708 randomly selected preschoolers. A weakness of this article was the demographic of the selected sample. 95% of the participants were African American. This study does not represent a wide diversity. 5. Olmstead, C. (2013). Using Technology to Increase Parent Involvement in Schools. TechTrends: Linking Research & Practice to Improve Learning , 57 (6), 28–37. https://doi.org/10.1007/s11528-013-0699-0 This peer reviewed article used a mixed-method approach which used surveys and semi-structured interviews. The purpose of this study was to determine if communication through the use of technology improved parent-teacher communication, parent involvement and what are the parents and teachers’ perceptions regarding technology. The results were that most kinds of communication can be effectively communicated through technology. These communications include staying informed about school events, class updates, the use of social media, and helping children with homework. A strength of this article was that the researcher focused on qualitative quantitative data from both parents and teachers. The researcher not only had surveys from parents and teachers but focused on the perspective of parents and teachers. A weakness of this article is the limited number of participants. The researcher notes that a majority of the parents involved had internet access at home, 93%. But only 89 parents participated in the study, making it difficult to generalize.
6. Kraft, M. A., Rogers, T., & Society for Research on Educational Effectiveness (SREE). (2014). Teacher-to-Parent Communication: Experimental Evidence from a Low-Cost Communication Policy. In Society for Research on Educational Effectiveness . Society for Research on Educational Effectiveness. https://search.ebscohost.com/login.aspx? direct=true&db=eric&AN=ED563011&site=eds-live&scope=site . This peer reviewed article used a mixed-method approach to find how different types of weekly communication affects students' achievements. The study focused on high school students who were taking summer courses to complete credits that were not completed during the school year. The parents of the students were randomly assigned 3 forms of “two-way” communication. 1. Positive feedback, 2. Areas of improvement feedback, 3. Control group (limited communication.) The quantitative data was collected by analyzing the attendance records and the outcome of each group. Teachers also completed a survey about each student who participated in the study. The results showed that students in either group 1 or 2 were 6.5% more likely to earn a course credit than the control group. Also, the data suggests that group 2 (areas of improvement feedback) was more effective in terms of student’s completion and achievement that group 1 (positive feedback.) A strength of this study is that the quantitative data shows that the manipulated groups have a better outcome than the control group. A weakness of this study was the population sample. The sample of students were largely students of low socioeconomic status. Though these students and families may benefit more from parent-teacher communication, this study does not reflect different socioeconomic groups as a whole.
7. Symeou, L., Roussounidou, E., & Michaelides, M. (2012). “I Feel Much More Confident Now to Talk With Parents”: An Evaluation of In-Service Training on Teacher-Parent Communication. School Community Journal , 22 (1), 65–87. https://search.ebscohost.com/login.aspx? direct=true&db=eric&AN=EJ974686&site=eds-live&scope=site . This qualitative research article describes the impact of a teacher-parent in- service communication training. This article supports the claim that teacher-parent communication is important for students, but many teachers are not trained for such communication. Data was collected by using questionnaires completed by teachers before and after the in-service communication training. The participants were given the same test/retest questionnaire before the in-service training and after. The results show that many teachers feel uncomfortable about parent-teacher communication and often don’t have the communication skills to deliver and receive feedback. After the study, many teachers' perceptions about communicating with parents have changed. Many teachers felt more comfortable and understood different communication skills. A strength of this study was the number of open-ended qualitative questions. The participants could specifically detail their communication skills and concerts before and after the in-service communication training. A weakness of this study was that the sample was specifically selected and was not random. 8. Palts, K., & Harro-Loit, H. (2015). Parent-Teacher Communication Patterns Concerning Activity and Positive-Negative Attitudes. TRAMES: A Journal of the
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Humanities & Social Sciences , 19 (2), 139–154. https://doi.org/10.3176/tr.2015.2.03 This peer reviewed article used qualitative interviews to find how two-way communication between parents and teachers are perceived on a scale from positive- negative and active-passive. The study asked parents to describe their communication with their school. This led to five common communication patterns among the parents. 1. Communication-literate and flexible patterns. 2. Passive-positive parents. 3. Passive- negative parents. 4. Active-positive parents. 5. Active-negative parents. This study had six focus groups from different types of schools. (large city school, large rural school, medium-sized city school, medium-size rural school, small city school, and small rural school) The fact that this study used parents from many types of schools was a strength. The weakness of this study was that the schools sent an email to parents asking for participants. The sample was chosen on a first come first serve basis among the parents who replied to the email sent by the schools. This leads to having parents who commonly communicate with the schools already. This does not effectively represent the parents who are at times a struggle to reach and tend to be the ones who have poor communication with schools. 9. Santiago, R. T., Garbacz, S. A., Beattie, T., & Moore, C. L. (2016). Parent- Teacher Relationships in Elementary School: An Examination of Parent-Teacher Trust. Psychology in the Schools , 53 (10), 1003–1017. https://doi.org/10.1002/pits.21971
This peer reviewed article used a quantitative questionnaire. (Questions not provided, but the data collection suggests a quantitative method was used.) The purpose of this study was to investigate the aspect of the family-school relationships through the perception of trust by parents. It focused on three aspects of trust, to what extent family demographics affect parents' trust in schools and teachers, how does parents trust affect student behavior, and what relation between parents trust in schools and teachers have on parent involvement. The findings show that parents of students eligible for free or reduced lunch were less trusting of schools and teachers. Also, parents trust in schools and teachers do affect student behavior. Parents with less trust have higher student behavior than parents with more trust. Finally, parents are more willing to be involved with their child’s academics if they are trusting of schools and teachers. A strength of this study was the wide range of demographics. A notable weakness of this study is that the questions on the questionnaire were not provided. This not only makes it difficult to decide whether the study was qualitative or quantitative, it doesn’t allow the reader to assess the questions given to the parents. 10.BAHCECI, F. (2019). CLASSDOJO: The Effects of Digital Classroom Management Program on Students-Parents and Teachers. International Online Journal of Educational Sciences , 11 (4), 160–180. https://doi.org/10.15345/iojes.2019.04.012 This peer reviewed article used a mixed-method approach to show the effects of the communication and interaction between students-teachers-parents by using an online application called “ClassDojo.” This article used quantitative questionnaires and
qualitative interviews and questions. The participants were to use ClassDojo for 1 semester to communicate and interact with each other. The research shows that teachers, students, and parents feel that ClassDojo is an effective form of communication. All participants agree that ClassDojo is easy to use and give immediate feedback to all parties. A strength of this study is that the data not only include the views of parents and teachers, but also incorporate the students' viewpoints. A major weakness of this study is the bias of the research questions. The research questions were created by ClassDojo, and the questions were about ClassDojo’s effectiveness. D. Identify a research problem (i.e., a specific educational issue or problem within the broader topic area that was addressed in part A). It is well known that parent-teacher relationships are crucial for all students' success and achievement in school. Through the process of this annotated bibliography, I have found that many studies have been done to find the barriers of parent-teacher communication, and different forms of communication. Very few studies have been done on which form of communication is most effective for different circumstances. For example, a teacher may not use the same form of communication for everyday matters such as homework assignments as they would for student behavioral problems. Possibly, a study done to determine which form of communication works best for parents, teachers, and students for different circumstances would help teachers build trust and a relationship with parents.
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1. Discuss how this research problem relates to your professional setting or field of interest. This research problem relates to my profession setting because as stated before, parental involvement has a positive effect on student achievement. Also, parents are more willing to be involved at school if they trust and build a relationship with schools and teachers. -(Santiago & Garbacz & Beattie & Moore, 2016) 2. Discuss how searching the literature and developing an annotated bibliography can help you identify a research problem within a broader topic area. Through this annotated bibliography process, I learned about the studies already done on parent-teacher communication. Through this process, I would read an article and they would spark an interest in a slightly different approach to parent-teacher communication. Before this process, I was focussed on what form of communication worked best. As I should have known, this process helped me see that many forms of communication are needed, but I would like to see which forms parents and teachers prefer for different circumstances. E. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized. BAHCECI, F. (2019). CLASSDOJO: The Effects of Digital Classroom Management Program on Students-Parents and Teachers. International Online Journal of Educational Sciences , 11 (4), 160–180. https://doi.org/10.15345/iojes.2019.04.012
Higgins, A., & Cherrington, S. (2017). What’s the story? Exploring parent--teacher communication through ePortfolios. Australasian Journal of Early Childhood , 42 (4), 13– 21. https://doi.org/10.23965/AJEC.42.4.02 Kraft, M. A., Rogers, T., & Society for Research on Educational Effectiveness (SREE). (2014). Teacher-to-Parent Communication: Experimental Evidence from a Low-Cost Communication Policy. In Society for Research on Educational Effectiveness . Society for Research on Educational Effectiveness. https://search.ebscohost.com/login.aspx? direct=true&db=eric&AN=ED563011&site=eds-live&scope=site . Kuusimäki, A.-M., Uusitalo-Malmivaara, L., & Tirri, K. (2019). Parents’ and Teachers’ Views on Digital Communication in Finland. Education Research International , 1–7. https://doi.org/10.1155/2019/8236786 Marcon, R. A. (1999). Impact of Parent Involvement on Children’s Development and Academic Performance: A Three-Cohort Study . https://files.eric.ed.gov/fulltext/ED427880.pdf Olmstead, C. (2013). Using Technology to Increase Parent Involvement in Schools. TechTrends: Linking Research & Practice to Improve Learning , 57 (6), 28–37. https://doi.org/10.1007/s11528-013-0699-0
OZMEN, F., AKUZUM, C., ZINCIRLI, M., & SELCUK, G. (2016). The Communication Barriers between Teachers and Parents in Primary Schools. Eurasian Journal of Educational Research (EJER) , 66 , 27–46. https://doi.org/10.14689/ejer.2016.66.2 Palts, K., & Harro-Loit, H. (2015). Parent-Teacher Communication Patterns Concerning Activity and Positive-Negative Attitudes. TRAMES: A Journal of the Humanities & Social Sciences , 19 (2), 139–154. https://doi.org/10.3176/tr.2015.2.03 Santiago, R. T., Garbacz, S. A., Beattie, T., & Moore, C. L. (2016). Parent-Teacher Relationships in Elementary School: An Examination of Parent-Teacher Trust. Psychology in the Schools , 53 (10), 1003–1017. https://doi.org/10.1002/pits.21971 Symeou, L., Roussounidou, E., & Michaelides, M. (2012). “I Feel Much More Confident Now to Talk With Parents”: An Evaluation of In-Service Training on Teacher-Parent Communication. School Community Journal , 22 (1), 65–87. https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ974686&site=eds- live&scope=site .
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