Trust and the Family-School Relationship: Examination of Parent-Teacher Differences in Elementary and Secondary Grades.

By K. S. Adams, S. Christenson. 2000

505 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ec76dde83edaa1c9a53044441e09f58f491b42cc

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In Education

Citations in the corpus

Adolescent Trust in Teachers: Implications for Behavior in the High School Classroom (2008, background): “Student trust in teacher authority has received little attention, notwithstanding the theoretical and empirical focus on trust between school staff and school administration (Tschannen-Moran & Hoy, 2000) and teachers and parents (Adams & Christenson, 2000).”
Together We Can Do So Much: A Systematic Review and Conceptual Framework of Collaboration in Schools (2020, background): “…of these studies focus on select elements of collaboration identified in the literature, including communication (e.g., Abramson & Mizrahi, 1996; Adams & Christenson, 2000), trust (e.g., Adams & Christenson, 2000; Amabile et al., 2001; Blue-Banning et al., 2004; Williamson et al., 2016), and…”
School Influences on Parents' Role Beliefs (2013, background): “Teacher invitations emerge in part from teachers’ recognition and valuing of parents’ contributions to student learning (Adams & Christenson, 2000) and in part from teachers’ responsiveness to parents’ requests for specific information about how to help their students learn (Hoover-Dempsey,…”
ADHD, parent perspectives and parent–teacher relationships: grounds for conflict (2015, background): “Outside the norms for parent—teacher interaction, for example annual parent—teacher conferences, teachers may only contact parents in response to a behavioural or academic difficulty (Tan & Goldberg, 2009; Adams & Christenson, 2000; Seitsinger et al., 2008).”
Teacher‐Parent Relationships and School Involvement among Racially and Educationally Diverse Parents of Kindergartners (2009, background): “Our results are consistent with the body of literature suggesting that the quality of home-school relationships is a key variable in parents’ active engagement in their child’s education (Adams & Christenson, 2000).”
Family Involvement in School and Low-Income Children's Literacy: Longitudinal Associations between and within Families. (2006, background): “…to recognize evidence that family involvement in school often decreases across the middle and high school years for middle-income families (e.g., Adams & Christenson, 2000; Simon, 2004), and it begins decreasing across the early school years for many low-income families (e.g., Serpell et al.,…”
Family-School Connectedness and Children's Early Social Development (2012, background): “Furthermore, much of the research has focused on the degree to which parents are involved with school (i.e., quantity or frequency of contacts or events attended) rather than on the quality of parents’ relationships with teachers (Adams & Christenson, 2000).”
Family—School Collaboration and Positive Behavior Support (2005, background): “…the key elements of these relationships, multiple studies have documented the importance of interrelated constructs including trust, two-way communication, respect, and commitment (e.g., Adams & Christenson, 2000; Blue-Banning, Summers, Frankland, Nelson, & Beegle, 2004; Bryk & Schneider, 2002).”
Why Do Parents Become Involved? Research Findings and Implications (2005, background): “Parents’ help with homework particularly seems to decline as children’s subject matter moves closer to or supersedes parents’ knowledge (e.g., Adams & Christenson, 2000; Chen & Stevenson, 1989; Dauber & Epstein, 1993; Drummond & Stipek, 2004; Garcia Coll et al., 2002; Grolnick et al., 2000; Levin…”
Parental involvement in education during middle school: Perspectives of ethnically diverse parents, teachers, and students (2018, background): “…time when youth are pulling away from parents and developing their own identities (Laursen & Collins, 2009), schools become more complex bureaucratically (Eccles & Harold, 1996; Hill & Chao, 2009), and trust between schools and families declines (Adams & Christenson, 2000; Stone, 2003).”
The Formation of Parent-School Trust (2009, result): “Unlike other conceptual frameworks that treated trust in schools as a one-dimensional concept (Adams & Christenson 1998, 2000; Young, 1998), their framework is consistent with the work of Hoy and Tschannen-Moran (1999) who used a multidimensional conceptualization to explain trust.”
Promoting Academic Engagement Among Immigrant Adolescents Through School-Family-Community Collaboration (2010, background): “To this end, communication from the school will ideally be initiated by positive circumstances, rather than waiting for a crisis to compel the school to call home (Adams & Christenson, 2000).”
Parents as "Help Labor": Inner-City Teachers' Narratives of Parent Involvement. (2011, background): “In addition to higher test scores, increased parent involvement is linked to positive social and emotional behaviors, motivation, social competence and peer relationships (Adams & Christenson, 2000; Palenchar, Vondra, & Wilson, 2001; Sanders, 1998).”