This study seeks to investigate communication between native English- and native Spanish-speaking parents and their children's native English-speaking teachers during Head Start parent-teacher conferences for young children from at-risk environments and those with special needs. Results of qualitative analysis of participant interviews suggested that teachers and parents tended to expect teachers to control conferences and act as experts. Parents were expected to be passive and defer to teacher expertise. Results of conversation analysis and utterance counts of conference talk indicated that parents, particularly bilingual and native Spanish-speaking parents, acquiesced to teachers' control and expertise. From a theoretical perspective, teachers' asymmetrical power (as a product of their education, training, and institutional roles) was essential to limiting parent participation during conferences.Initially, teachers with more than a few years of experience were asked to participate; however, years of teaching ... Head Start teachers provided parents of children within their classroom with a permission to contact letter (Appendix G) or anbsp;...
|Title||:||Teacher Communication with Native English and Native Spanish Speaking Parents During Head Start Parent-teacher Conferences|
|Author||:||Gregory A. Cheatham|
|Publisher||:||ProQuest - 2007|