A Scoping Literature Review on Parent Interactions with Teachers and School Environments at the Middle Level
Abstract
This scoping literature review explores parent interactions with teachers and school environments at the middle level, particularly how parents and teachers perceive middle school environments and parent–teacher relationships, the strategies that schools use to foster parent–teacher collaboration, and the impacts of these interactions on students. The research team identified 14 peer-reviewed studies from 2015 to 2024 that focused on parent interactions with teachers and school environments at the middle level, including parent and teacher perceptions of school environments and parent–teacher relationships and collaborations. The findings revealed a common disconnect between how parents and teachers view school environments, but also showed that intentional, structured communication can help to bridge these gaps. The review also highlights that research on strategies to enhance parent–teacher partnerships is limited and context-specific. Based on this review of the literature, more research is needed on how home–school relationships benefit diverse middle school communities and how collaboration can support student success, particularly during the critical middle school years.
Department(s)
School of Teaching, Learning and Developmental Science
Document Type
Article
DOI
10.3390/educsci14121364
Keywords
home–school relationships, middle grades, parent–teacher collaboration, scoping review
Publication Date
12-1-2024
Recommended Citation
Correll, Pamela; Pennington, Sarah E.; Tang, Judy H.; and Divoll, Kent, "A Scoping Literature Review on Parent Interactions with Teachers and School Environments at the Middle Level" (2024). Faculty Scholarship. 305.
https://bearworks.missouristate.edu/articles00/305
Journal Title
Education Sciences
