About this episode

This episode discusses the study by Bennewitz and Wegner on the perception of parent-teacher conversations.

Um diese Studie geht es: Bennewitz, H., & Wegner, L. (2017). Empirische Arbeit: " Er tut sich einfach schwer.". Psychologie in Erziehung und Unterricht , 64 (4), 270-281. Wahrnehmung von Elterngesprächen auf beiden Seiten: Lawrence-Lightfoot, S. (2003). The essential conversation: What parents and teachers can learn from each other. New York: Ballantine Books. Baker, C. & Keogh, J. (1995). Accounting for achievement in parent-teacher interviews. Human Studies, 18 (2-3), 263-300. Cheatham, G. A. & Ostrosky, M. M. (2013). Goal setting during early childhood parent-teacher conferences: A comparison of three groups of parents. Journal of Research in Childhood Education, 27 (2), 166-189 Weitere Forschung: Gartmeier, M., Gebhardt, M., Dotger, B., & Schratz, M. (2016). Teachers’ communication competence: A latent class analysis of 677 German mathematics teachers. Teaching and Teacher Education, 54 , 56–67. Munthe, E., & Westergård, E. (2023). Parents’, teachers’, and students’ roles in parent-teacher conferences: A systematic review and meta-synthesis. Teaching and Teacher Education, 136 , 104355.

People in this episode

Host: Dr. Benedikt Wisniewski

Topics covered

• parent-teacher communication
• parent-teacher conferences
• educational psychology
• empirical research
• teacher communication competence

Keywords

• parent-teacher communication
• educational psychology
• empirical research
• teacher communication
• parent-teacher conferences

Mentioned in this episode

Books & works: Psychologie in Erziehung und Unterricht, The essential conversation: What parents and teachers can learn from each other, Accounting for achievement in parent-teacher interviews, Goal setting during early childhood parent-teacher conferences: A comparison of three groups of parents, Teachers’ communication competence: A latent class analysis of 677 German mathematics teachers, Parents’, teachers’, and students’ roles in parent-teacher conferences: A systematic review and meta-synthesis

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