Productive parent-teacher partnerships are critical to positive student outcomes. This is especially so for students with disability in inclusive settings. Relationships between teachers and parents of disability, however, often fraught, improved parent engagement thought be one solution. Semi-structured interviews 20 16 educators four Australian schools discovered that were less engaged than p...

The current study examined the initial psychometrics of the Early Childhood Behavior Problem Screening Scale (ECBPSS; Epstein & Nelson, 2006), namely the factor structure and associated internal consistency of factor items of parent and teacher versions as well as interrater reliability. Data came from samples of preschooland kindergarten-age children from 2 medium-size cities in the U.S. midwe...

This study explores the pathways through which school-based mentoring relationships are associated with improvements in elementary and high school students' socio-emotional, academic, and behavioral outcomes. Participants in the study (N=526) were part of a national evaluation of the Big Brothers Big Sisters school-based mentoring programs, all of whom had been randomly assigned to receive ment...

Parent–teacher communication is essential if a collaborative relationship is to be established. The outcome is the enhancement of the whole child, not only educationally but also socially and emotionally. Who is responsible for initiating and maintaining this relationship? What elements does each side contribute? How will this assist the classroom, as well as the home? What are some of the pote...

BACKGROUND This study examined the prevalence rate of Oppositional Defiant Disorder (ODD) in Malaysian primary school children. METHODS In all 934 Malaysian parents and teachers completed ratings of their children using a scale comprising DSM-IV-TR ODD symptoms. RESULTS Results showed rates of 3.10%, 3.85%, 7.49% and 0.64% for parent, teacher, parent or teacher ("or-rule"), and parent and t...