Educational Psychology

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Parent/guardian-teacher conferences provide parents/guardians and teachers with an opportunity to meet and discuss student progress. To conduct an effective conference, teachers should approach each parent and student circumstance individually. It is important for teachers to be aware of any factors, both positive and negative, that might impact the effectiveness of the conference. Teachers also can draw on the foundation of educational psychology to guide the parent/guardian-teacher conference. When conducted effectively, the parent/guardian-teacher conference can be a gateway for establishing long-term communication and collaboration between parent/guardian and teacher regarding student progress.

For this Discussion, view the media and consider factors that might support or inhibit effective parent/guardian-teacher conferences. Reflect on how educational psychology can provide a guide for parent/guardian-teacher conferences.

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With these thoughts in mind:

Post by Day 3 your position on what constitutes an effective parent/guardian-teacher conference. Then explain two factors that might support and two factors that might inhibit an effective parent/guardian-teacher conference. Finally, analyze one way in which educational psychology guides the parent/guardian-teacher conference. Be specific and use this week’s Readings to support your response.

Readings
Article: Brophy, J. (1998). Classroom management as socializing students into clearly articulated roles. Journal of Classroom Interaction, 33(1), 41–45.
Retrieved from the Walden Library using the Education Research Complete database.
Article: Center for Mental Health in Schools at UCLA. (2011). Implementing response to interventions in context. Retrieved from http://smhp.psych.ucla.edu/pdfdocs/implementingrti.pdf
Article: Ducharme, J. M., & Shecter, C. (2011). Bridging the gap between clinical and classroom intervention: Keystone approaches for students with challenging behavior. School Psychology Review, 40(2), 257–274.
Retrieved from the Walden Library using the Education Research Complete database.
Article: Marks, D. B. (2010). Preservice teachers’ perceptions of classroom management instruction: Theory to practice. National Teacher Education Journal, 3(2), 179–201.
Retrieved from the Walden Library using the Education Research Complete database.
Article: Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6–13.
Retrieved from the Walden Library using the Educational Research Complete database.
Article: Rosas, C., & West, M. (2009). Teachers beliefs about classroom management: Pre-service and inservice teachers’ beliefs about classroom management. International Journal of Applied Educational Studies, 5(1), 54–61.
Retrieved from the Walden Library using the Education Research Complete database.

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