Examining Relationships Between Teacher Behaviors and Parent Engagement

Examining Relationships Between Teacher Behaviors and Parent Engagement Allison Osborn, Kelly Rasmussen, Kathryn Woods, Susan Sheridan & Lisa Knoche University of Nebraska – Lincoln National Association of School Psychologists Annual Meeting, 2009

Importance of Early Environments • Parent’s are a child’s first teachers and the importance of parent involvement in a child’s education is welldocumented (Henderson & Mapp, 2002; Sheridan, Clarke, Knoche, Edwards, 2006). • The earliest environments experienced by children are significant in how young children view relationships and in turn, how they relate with peers and adults (Dunst & Bruder, 1999; Guralnick & Neville, 1997). • Among the developmental contexts that predict outcomes for young children, those related to the family and child-rearing environment are most critical (Englund et al. , 2004; Lamb-Parker et al. , 1999; Molfese et al. , 2001).

Parent Engagement • For the purpose of this study, we are defining Parent Engagement as: • Actively displays an interest in participating in educational activities • Discusses meaningful issues concerning the child and family with educational professionals • Initiates and elaborates on topics of discussion • Asks questions or provides information to the teacher, or early childhood professional (ECP) related to the topic of discussion • Engagement also includes the level to which parents display enthusiasm, effort, and satisfaction with an intervention experience.

Parent Engagement • When parents are engaged in intervention services, improvements are observed in parenting skills and knowledge, parent-child interactions, and beliefs about one’s ability as a caregiver (Charlop-Christy & Carpenter, 2000; Swick & Hassel, 1990). • Linking engagement strategies to the delivery of high quality treatments has been shown to increase the potential long-term impact of effective treatments for children and families (Dishion & Stormshak, 2007; Hoagwood, 2005).

Parent-Child Relationships • Quality parent-child interactions have also been shown to lead to positive parent-child relationships. • A positive parent-child relationship includes parental display of warmth, encouragement, support, positive reinforcement and support for children’s autonomy (Parker et al, 1999; Hirch-Pasek & Burchinal, 2006). • Numerous studies have highlighted how a mother’s interaction style promotes child development. – Sensitive mothers are more likely to have babies that form secure attachments (Bus & van ljzendoorn, 1988, 1992, 1997, as cited in Clingenpeel & Pianta, 2007). – Infants with responsive mothers are able to explore their environment independently, requesting parental assistance when needed (Coyl, Roggman, & Newland, 2002).

Parent-Teacher Relationships • Parent-teacher relationships consist of strong, committed, reciprocal, trusting interactions over time between parents and teachers. • Relationships between parents and other adults responsible for the child’s learning and development are important for establishing experiences that are consistent, coherent, and coordinated as children move between home and community (school) settings. (Christenson & Sheridan, 2001)

Parent-Teacher Relationships • • Triadic (Mc. Collum & Yates, 1994) and collaborative consultation (Sheridan & Kratochwill, 2008) are two models that promote parent engagement. Each model has a specific set of strategies used by teachers to: – Promote parent-child engagement (triadic) – Promote parent-teacher engagement (collaborative)

Intervention for Families At-Risk • Given the importance of parent engagement for parent, teacher and child relationships, and child outcomes, early intervention is a critical step for at-risk families – Head Start

Getting Ready Project • The Getting Ready Project is a five-year, federally funded, longitudinal study which is designed to promote triadic/collaborative partnerships between parents and early childhood teachers. • This project has partnered with early childhood teachers in Head Start settings to assist in promoting parent strengths, competencies, engagement with child, and children’s healthy development through comprehensive, evidence-based family-centered services. • Parent engagement with child (i. e. , warmth & sensitivity, support for autonomy, participation in child learning) and with teachers (i. e. , collaborative interactions and planning) is an additional focus of the intervention program. • Although preliminary research has examined the relationship between teachers’ use of triadic/collaborative strategies and child outcomes, research has yet to investigate the relationship between teachers’ use of triadic/collaborative strategies, parent-professional relationships, and parent engagement during home visits.

Research Question • Do teachers’ use of triadic/collaborative strategies during home visits relate to parent engagement during home visit activities? – What is the relationship between strategy use and parents (a) rate of interaction with the child and (b) quality of parent engagement with the child? – What is the relationship between strategy use and parents (a) rate of interaction with the teacher and (b) quality of parent engagement with the teacher?

Methods

Sample Table 1 Demographic Information Parent Child Teacher (n=220) (n=29) Mean 29 years 43 months 35 Years Range 19 -62 years 36 -53 months 23 -56 Years Male 5% 52 % Female 95 % 48 % 100% Caucasian 47 % 33 % 88% African-American 16 % 18 % Hispanic 26 % 25 % Other 11 % 24 % Age Gender Ethnicity 12%

Table 1 continued Demographic Information Parent (n=220) Education Level Teacher (n=29) 12 th Grade or less 23 % High School Diploma or GED 20 % Some training beyond High School, but not a degree 30 % One year vocational training certificate 8% Two year college degree 9% Four year college degree 3% 48% Beyond four year degree 7% 52% Language spoken in home English 76 % Spanish 19 % Other 5%

Table 1 continued Demographic Information Martial Status Parent (n=220) Married 38 % Divorced 13 % Single, never married 29 % Separated 8% With partner, not married 12 % Number of people living in household Two-Three 28 % Four-Five 52 % Six or more 20 %

Procedure • Children and parents recruited for this investigation are involved in the Getting Ready Project. • Teachers visit family homes five times throughout the school year. • Two sessions are videotaped and reliably coded for frequency of collaborative and triadic strategies and overall parent engagement.

Strategies for Teachers/Professionals • • • Establishing & re-establishing a relationship Asking parents to share observations & ideas Affirming parents’ competence Establishing a dyadic context Helping prioritize concerns/needs Focusing attention on child’s strengths Provide developmental information Brainstorming Making suggestions Promoting interaction through modeling Helping plan for future goals (Mc. Collum & Yates, 1994; Sheridan, Knoche, Marvin, & Edwards, 2008)

Procedures • Parents provided demographic information for themselves, their children, and their families • Teacher strategy use was coded using a 60 -second partial interval recording procedure (Home Visit Observation Definition Guide; Mc. Bride & Peterson, 1997); • Parents’ rate of interaction with child was coded using a 60 -second partial interval recording procedure • Parents’ quality of engagement with the child was coded every 10 minutes of interaction on a Likert scale (1=low, 4=high) • Parents’ rate of interaction with teacher was coded using a 60 -second partial interval recording procedure • Parents’ quality of engagement with the teacher was coded every 10 minutes of interaction on a Likert scale (1=low, 4=high)

Analyses and Results

Analyses • Correlational analyses were conducted: – To examine the relationship between strategy use and parents’ rate of interaction with the child and the quality of parent engagement with the child. – To examine the relationship between strategy use and parents’ rate of interaction with the teacher and quality of parent engagement with the teacher.

Table 3 Pearson Correlations Strategy Use Rate Parent-ECP Engagement Parent-Child Engagement Parent-ECP Rate of Interaction Strategy Use Rate Parent-ECP Engagement . 50** Parent-Child Engagement . 35** . 42** . 74** . 03 . 09 . 31** . 83** Parent-ECP Rate of Interaction Parent-Child Rate of Interaction * p <. 05 ** p<. 01 . 06 Parent-Child Rate of Interaction

Results • No relationship was found between strategy use and parent’s rate of interaction with the child • A significant positive relationship was found between strategy use and the quality of parent engagement with the child • A significant positive relationship was found between strategy use and parent’s rate of interaction with the teacher • A significant positive relationship was found between strategy use and of quality of parent engagement with the teacher

Discussion • Teacher’s strategy use was not related to parent’s rate of interaction with the child • Teacher’s strategy use was related to parent’s quality of engagement with the child • Although quality of parent-child engagement was related to teacher’s strategy use and the rate of parent-child engagement, the mechanism for these relationships is unknown.

Discussion • Teachers strategy use was related to parent quality of engagement and the rate of interaction with the teacher • Parent may view home visits as an opportunity to interact and discuss pertinent issues with their child’s teacher outside of the school environment • This time may also be viewed as an opportunity for both parties to share information in a reciprocal manner to enhance the child’s development

Limitations • Effectiveness of strategy use is not coded – For the purposes of this study, amount of strategy use was investigated. • Family characteristics were not controlled but likely influenced rate of interaction and quality of parent engagement. • Rate and quality are not independent of each other for both parent-child and parent-teacher variables.

Future Directions • Assess teachers’ strategy use over time • Examine relationships between overall parent engagement and – Relationships with teachers – Parent’s self-efficacy – Parental involvement in school • Assess the quality of implementation, or teacher effectiveness

Implications for School Psychologists • Importance of family involvement outside of school • Importance of attachment and engagement • Early intervention • Importance of parents having fun with their children!

For More Information • • • Susan Sheridan: ssheridan 2@unl. edu Lisa Knoche: lknoche 2@unl. edu Allison Osborn: allison. osborn@huskers. unl. edu Kelly Rasmussen: kelrasmussen@hotmail. com Katie Woods: kwoods@huskers. unl. edu This research is supported by a grant awarded to Drs. Susan Sheridan and Carolyn Pope Edwards by the Department of Health and Human Services (DHHS) -- National Institute of Child Health and Human Development (NICHD), Administration for Children and Families (ACF) and Office of the Assistant Secretary for Planning and Evaluation (ASPE); and the Department of Education (DOE) -- Office of Special Education and Rehabilitative Services. The opinions expressed herein are those of the investigators and do not reflect the funding agencies (GRANT # 1 R 01 H 00436135).

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