Search results for: Walker Joan M. T.

This study assessed teacher candidates’ readiness for parent involvement. Specifically, the study used a text-based case and carefully selected videos of simulated parent–teacher conferences to explore teacher candidates’ awareness and use of two dimensions of interpersonal communication: responsiveness and structuring. The findings revealed that candidates felt highly confident about their ability to communicate with students’ families; their levels of efficacy did not align with their actual skills: candidates made limited use of a small range of effective communication strategies; and the candidates could discriminate between effective and less-effective models of professional practice.