The Effects of Sending Positive and Negative Letters to Parents on the Classroom Behaviour of Secondary School Students

Parent Academic Involvement as Related to School Behavior, Achievement, and Aspirations: Demographic Variations Across Adolescence

“…Using a social control paradigm, McNeal (1999) found that parent academic involvement reduces problem behaviors because, as parents come to know one another and agree on goals, these relationships "serve as an extra source of social constraint to stem potential nonnormative behavior" (p. 122). Similarly, increasing communication between home and school reduced disruptive behaviors and increased on-task behavior (Leach & Tan, 1996) and improved school behavior by increasing the clarity of rules and reinforcement of appropriate school behavior at home (Gottfredson, Gottfredson, & Hybl, 1993). Parent academic involvement reduced problem behaviors at school and, in turn, improved school performance (McNeal, 1999).…”

“…Aggression, inattention, and social problems are three behavioral issues that have a consistent and negative relation with achievement (Hinshaw, 1992;Leach & Tan, 1996;McNeal, 1999 e.g., McNeal, 1999). Through parent academic involvement, parents establish relationships with teachers, school administrators, and other parents, and learn important information about school policies and behavioral expectations (Epstein, 1987;Epstein & Sanders, 2002;Yonezawa, 2000).…”

“…Parent academic involvement may improve school performance by reducing behavioral problems that may interfere with learning. Aggression, inattention, and social problems are three behavioral issues that have a consistent and negative relation with achievement (Hinshaw, 1992; Leach & Tan, 1996; McNeal, 1999). Underlying mechanisms of the relations between parent academic involvement and achievement include increasing social control (e.g., McNeal, 1999).…”

Reconstructing Behaviour Analysis in Education: a revised behavioural interactionist perspective for special education

“…Widdowson, Dixon and Moore's paper (1996) on the effects of teacher modelling of silent reading on high-, average-and low-achieving students' reading behaviour provides a salient reminder that strategies that are appropriate to some students, may not be effective with others. Leach and Tan (1996) offer evidence of the effectiveness of what is essentially a relatively minimalist intervention (sending letters about classroom conduct home to parents) on classroom behaviour. This particular strategy could provide appropriate technology as it is potentially simply implemented and resource effective.…”

Η Τιμωρία Στην Πρωτοβάθμια Εκπαίδευση

“…Η μεγάλη πλειοψηφία των μαθητών δηλώνουν μεγαλύτερη βαρύτητα στις απόψεις των δασκάλων τους σχετικά με τη συμπεριφορά και την επίδοσή τους απ' ότι στις απόψεις των συνομηλίκων τους . Ως αποτελεσματικότερη αμοιβή και τιμωρητική πρακτική θεωρούν την επιστολή που αποστέλλεται προς τους γονείς από το σχολείο και πληροφορεί τους τελευταίους για την συμπεριφορά και την επίδοσή τους γεγονός που τονίζει τη σπουδαιότητα της στενής συνεργασίας μεταξύ σχολείου και οικογένειας (Leach & Tan , 1996) . Τα αποτελέσματα γενικώς της έρευνας ομοιάζουν πολύ με εκείνα των αντίστοιχων ερευνών που έχουν διεξαχθεί στον χώρο της β΄ θμιας εκπαίδευσης (Costica , 2014, Infantino & Little , 2005, Payne, 2015, Shreeve et.al., 2002, Ching , 2012 .…”