Beauty in the eye of the beholder: How and why teachers involve parents

Hulsebosch, Patricia

doi:10.1016/0883-0355(91)90034-p

Cited by 8 publications

(9 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A concept of curriculum as an interactive process between teacher, student, subject matter, and social conditions inside the classroom, as well as the out-of-school community (including the family and other microsystems to which the student belongs), has been explored (Hulsebosch, 1991;Melnick, 1991). It seems reasonable to suggest that an examination of the interactive nature of learning requires an evaluation of levels of involvement on the part of all constituents.…”

Section: P a R E N T -T E A C H E R -P U P I L C O M M U N I C A T I mentioning

confidence: 99%

“…Through in-depth interviews, Hulsebosch (1991) explored the perceptions and motivations of 'high involvement' teachers -teachers who maintain a dynamic dialogue between the in-and out-of-school lives of their pupils -and found that these teachers demonstrated dimensions of mutual control, responsiveness and involvement, dimensions which are acknowledged throughout the literature as qualities of effective interpersonal communication (Doan, 1973;Downie et al, 1974;Tubbs, 1984;Baumrind, 1989;Hulsebosch, 1991;Melnick, 1991;Hendel, 1995;Henry, 1996;Baker & Soden, 1997;Duke & Henninger, 1998;Van Tartwijk et al, 1998;Crozier, 1999aCrozier, , 1999bRife et al, 2001). High involvement teachers typically acknowledge and respect the child's out-of-school life, regard the parents as an asset, and describe instances in which the skills, knowledge and abilities of the parents are integrated into the classroom curriculum (Hulsebosch, 1991: 191).…”

Section: P a R E N T -T E A C H E R -P U P I L C O M M U N I C A T I mentioning

confidence: 99%

See 1 more Smart Citation

Parent–teacher–pupil interactions in instrumental music tuition: a literature review

Creech¹,

Hallam²

2003

Brit. J. Music. Ed.

View full text Add to dashboard Cite

This paper considers the literature that may inform our understanding of parent–teacher–pupil interactions in instrumental music. It draws on research directly concerned with instrumental music learning and that from the wider psychological, sociological and educational literature concerned with conceptions of effective learning and teaching; conceptions of effective parenting; and dimensions of interpersonal relationships. Finally, a systemic, dynamic model is proposed which may serve to guide future research in the field.

show abstract

Section: P a R E N T -T E A C H E R -P U P I L C O M M U N I C A T I mentioning

confidence: 99%

Section: P a R E N T -T E A C H E R -P U P I L C O M M U N I C A T I mentioning

confidence: 99%

Parent–teacher–pupil interactions in instrumental music tuition: a literature review

Creech¹,

Hallam²

2003

Brit. J. Music. Ed.

View full text Add to dashboard Cite

show abstract

“…Conversely, for each of these outcomes a negative effect was found for pupil-teacher reticence (which also had a small but statistically significant negative effect for selfefficacy), suggesting that, as with pupil-parent dyads, psychological remoteness within pupil-teacher relationships may in fact have a detrimental effect on learning, while mutual respect, common purpose and the establishment of child-centred rather than teacher-centred goals holds the potential for the achievement of positive outcomes (Hulsebosch, 1991).…”

Section: Discussionmentioning

confidence: 96%

Learning a musical instrument: The influence of interpersonal interaction on outcomes for school-aged pupils

Creech

Hallam

2010

Psychology of Music

View full text Add to dashboard Cite

Learning a musical instrument: the influence of interpersonal interaction on outcomes for school-aged pupils Word count: 8815 inclusive of references and tables (6269 excluding references and tables). highlighted, as has the importance of maintaining a balance of control and responsiveness within pupil-parent-teacher partnerships. Shared purpose: Close agreement amongst pupils, their parents and teachers with respect to learning objectives has been found to be a feature of successful learning partnerships. Duke (1999) found that a mutual sense of purpose amongst highly effective piano teachers and their pupils was positively associated with pupils who considered their piano study to be successful. Similarly, children's feelings of satisfaction in relation to their music lessons were explored by Rife, Shnek, Lauby, & Lapidus (2001), who reported that highly satisfied instrumental pupils were motivated by the challenges set by teachers as well as by encouragement from parents. Likewise, Jorgensen (1998) found that a high level of agreement on expectations and preferences in instrumental teaching was negatively related to the intensity of conflict but positively related to cooperation amongst the teachers and students. Interpersonal communication research suggests that human values, expressed by Jorgensen as expectations and preferences, are fundamental and stable. The degree of differences that may be tolerated before value differences become an obstacle to effective group functioning has been investigated (Tubbs, 1984). Jorgensen employed the term zone of tolerance to describe the margin within which a certain amount of incompatibility in expectations and preferences within the instructional context may be borne (Jorgensen, 1998). Pupil-teacher rapport: Rapport within pupil-teacher relationships has been found to influence pupils' musical development. In the context of the music classroom Lamont Creech, A., & Hallam, S. (2011). Learning a musical instrument: The influence of interpersonal interaction on outcomes for schoolaged pupils. Psychology of Music, 39(1), 102-122.

show abstract

“…Several teacher factors influence parent involvement, including teacher beliefs about the importance of parent involvement (Epstein & Becker, 1982), teacher ability to communicate with parents as partners in the educational process (Epstein & Becker, 1982;Hulsebusch, 1989a;Moles, 1982), teacher perception of parental skill level (Davies, 1988), teacher perception of parental support for teacher efforts (Epstein & Becker, 1982), teacher perception of parents' expectations for children's success (Johnson, Brookover, & Farrell, 1989), and teachers' sense of efficacy (Hoover-Dempsey, Bassler, & Brissie, 1987).…”

Section: Parent Involvement In Educationmentioning

confidence: 99%