Abstract
The United States of America has one of the highest mobility rates of all developed countries. Every school year millions of school-aged children are uprooted and placed in new classrooms in new schools. Research documents that transient students who change schools frequently often have trouble assimilating into their new school environment and can suffer from low student achievement. This article investigates the practices of elementary classroom teachers in a highly transient area outside of Philadelphia, Pennsylvania and documents how they are using the power of parental contact as a strategy to help connect their newcomers to the classroom and promote a strong home-school partnership. The benefits of strong parental contact are explained and multiple methods of contacting parents are presented in detail.
Recommended Citation
Sanderson, Donna R.
(2006)
"The Power of Parental Contact: A Strategy for Teaching in High Mobility Classrooms,"
Essays in Education: Vol. 17:
Iss.
1, Article 9.
Available at:
https://openriver.winona.edu/eie/vol17/iss1/9
Unique Identifier
WSUEIE2006SUsanderson
