Restructuring Routine Parent-Teacher Conferences: The Family-School Conference Model

Abstract

In this study we compared traditional parent-teacher conferences with an alternative collaborative model that included students as participants (family-school conferences). Data were drawn from a 3-year project conducted with 15 teachers and 346 parents from a suburban elementary school (K-4). We collected surveys from parents regarding traditional (N = 199) and family-school (N = 84) conferences and conducted intensive training with 10 teachers and 16 target families. Interview and videotape data were collected from these teachers and target families, who were chosen in part because their children had mild learning or behavior problems. Data were analyzed using quantitative and qualitative methods. Results indicated that teachers and parents valued traditional conferences as opportunities for information exchange; however, both groups reported experiencing anxiety in ways that may interfere with communication. Although the family-school conference model was not fully implemented by teachers as anticipated, these conferences appeared to be characterized by increased communication among adults, increased learning about children, and a positive, conversational style. Implications of the model for developing positive family-school relations are discussed.