Parent–school relationships and children's academic and social outcomes in public school pre-kindergarten

Two dimensions of parent–school relationships, parental school involvement and parents' perceptions of teacher responsiveness to child/parent, were examined in state-funded pre-kindergarten classrooms in a large urban school district. Children's social and academic outcomes were individual...

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Bibliographic Details
Published in:Journal of school psychology 2010-08, Vol.48 (4), p.269-292
Main Authors: Powell, Douglas R., Son, Seung-Hee, File, Nancy, San Juan, Robert R.
Format: Article
Language:English
Subjects:
Academic Achievement
Adult
Behavioural problems
Child, Preschool
Children
Classrooms
Early Reading
Educational Status
Evaluation Methods
Faculty
Humans
Kindergarten
Mathematics Skills
Parent involvement
Parent School Relationship
Parent-Child Relations
Parents
Pre-kindergarten
Predictor Variables
Preschool
Responsiveness
School Involvement
Schools
Social Behavior
Social Development
Social Environment
Social skills
Student Behavior
Teacher Attitudes
Teacher responsiveness
Urban Schools
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