Presents an annotated bibliography of magazines that parents and teachers can use with preschool and primary grade children. (BB)

Suggests that parents can encourage independence, self-reliance, and healthy self-concept by involving children in appropriate household tasks. Describes a six-week project designed to encourage parents to attain this goal. (KS)

Investigates the effects of social class (middle vs. lower) on verbal and nonverbal maternal controls, maternal sensitivity, and child compliance. Suggests current conceptualizations of lower class mother-child interaction need to be reconsidered since no social class differences were revealed in the experiments. (HOD)

Examines the relation between fathers' participation in family work (child care and home chores) and children's sex role attitudes in an interview study of 160 Caucasian middle-class families. (HOD)

Both school boards and parent teacher associations should have a systematic program for exchanging information and for involving parents in school policy-making processes. Responsibilities of each group are listed. (CB)

A comparative study found that parents and principals use different criteria when judging the same teachers. Principals are influenced by situational factors and the extra work that establishes some teachers' leadership. Parents are influenced by the connections teachers make with families and the quality of classroom life their children…

Assesses the interrelations among the functional properties of maternal speech, the structural properties of maternal speech, and child language growth for a period of six months for 22 two-year-old children and their mothers. (HOD)

Children ages 2-3 years (N=46) described by their parents as hyperactive, inattentive, or noncompliant, and 22 controls were observed with their mothers during play. Among reported results was that mothers of problem children made more negative control statements at follow-up than mothers of controls. (Author/JW)

Using a data sample from the New York Longitudinal Study, this study tests the hypothesis that the relation between maternal role satisfaction and child adjustment is mediated by the quality of the mother-child relationship. Results illustrate use of a process model in the explanation of the relation. (Author/NH)

The relationship of parents' voting patterns and their sense of involvement with education was investigated. The study indicates that (1) varying perceptions of responsibility may create different information needs, and (2) the research reemphasizes that context of a program is an important variable in program evaluation. (KH)

Discusses questions about Massachusetts magnet schools, including (1) reaching parents who do not choose magnets; (2) how the school affects different groups of children; (3) how equity is embodied in life at school; (4) how magnet schools achieve unity; (5) whether parent choice leads to parental empowerment; and (6) why the magnet schools have…

Path analysis of data from survey of 159 families indicated that for families with daughters parental traits and child adjustment are mediated by parental acceptance. Relations between parental traits and other variables in the path model are less dramatic when parents' report of their own personality characteristics are employed rather than the…

Explores factors that can enable children reared in impoverished environments to use their conditions of adversity to succeed. Discusses essential components to development of achievement motivation, including innate potential; family ties and roots; creative manipulation of the environment; expectations; and the roles of religion, parents, and…

Describes theory and research on parental influence on young people's career development and highlights an important implication of this relationship for career counseling. The authors discuss a seminar that helps parents help their children choose careers. (CT)

The way adults talk with children is important because different styles of interaction lead to different learning opportunities. Differences between child-parent linguistic interaction and child-teacher interactions are explored. Suggestions to help teachers interact more effectively are discussed. (DF)