The Quality of Parent-Teacher Relationships in Inclusive Preschools

Autor/inn/en	Sucuoglu, Nimet Bülbin; Bakkaloglu, Hatice
Titel	The Quality of Parent-Teacher Relationships in Inclusive Preschools
Quelle	In: Early Child Development and Care, 188 (2018) 8, S.1190-1201 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sucuoglu, Nimet Bülbin) ORCID (Bakkaloglu, Hatice)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1261124
Schlagwörter	Parent Teacher Cooperation; Inclusion; Preschool Education; Preschool Children; Educational Quality; Mothers; Disabilities; Rating Scales; Participant Characteristics; Congruence (Psychology); Group Dynamics; Statistical Analysis + Suchen Sie Ihr Suchwort? Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Inklusion; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Quality of education; Bildungsqualität; Mother; Mutter; Handicap; Behinderung; Rating-Skala; Congruence; Psychology; Kongruenz; Psychologie; Gruppendynamik; Statistische Analyse
Abstract	The parent-teacher relationship is one of the main elements of effective preschool inclusion affecting children, parent and teacher outcomes; therefore, the purpose of this study is to investigate the relationship between parents (mothers) and teachers in inclusive preschool classrooms. The data were collected from 44 mother-teacher dyads that have children with (CWD) and without disabilities (CWOD) using the Quality of Parent-Teacher Relationship Scale in the Kindergarten-Parent and Teacher Form. The results showed that the teachers' perception on the quality of their relationships with the mothers of the CWD and CWOD did not differ significantly. Nevertheless, the mothers of CWD total score and communication scores were lower than the other group of mothers' scores. There was also significant correlation between mother and teacher total and factor scores indicating the congruence in their belief about the quality of their relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01