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Family Group Conferencing in Inclusive Preschool Classrooms during Distance Learning

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Title: Family Group Conferencing in Inclusive Preschool Classrooms during Distance Learning
Language: English
Authors: Chiappe, Jenny C., Dellinger, Adrienne M., Coddington, Catherine, Selmi, Ann
Source: Issues in Teacher Education. Sum 2022 31(2):50-71.
Availability: Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Peer Reviewed: Y
Page Count: 22
Publication Date: 2022
Sponsoring Agency: Office of Special Education Programs (OSEP) (ED/OSERS)
Contract Number: H32325K160102
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Preschool Education, Educational Cooperation, Teacher Attitudes, Special Education Teachers, Preschool Teachers, Parent Teacher Conferences, Distance Education, Teacher Collaboration, Outcomes of Education, Students with Disabilities, Inclusion, Parent School Relationship, Family Involvement
Geographic Terms: California
ISSN: 1536-3031
Abstract: The purpose of this pilot study is to understand the impact of Family Group Conferencing (FGC) on the collaboration among general education and special education teachers, teachers' attitudes toward family outreach and perceived outcomes of preschool students with and without disabilities enrolled in inclusive classrooms during distance learning. FGC is an evidence-based model that aims to increase family engagement in a child's academic growth by enhancing the quantity and quality of teacher-parent interaction. Six special education teachers and six general education preschool teachers from six inclusive preschool classrooms participated in the study. Teachers received training on how to work collaboratively to develop shared goals and support to parents during the COVID-19 global pandemic. This study positively impacted the relationships between the general education and special education teacher pairs at each school. Teachers reported improved outcomes for students with and without disabilities. Implications include using FGC to build co-teachers relationship and reimagining the traditional parent-teacher conference to involve parents.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1362765
Database: ERIC
FullText Links:
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  Availability: 0
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  Data: Family Group Conferencing in Inclusive Preschool Classrooms during Distance Learning
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  Data: <searchLink fieldCode="AR" term="%22Chiappe%2C+Jenny+C%2E%22">Chiappe, Jenny C.</searchLink><br /><searchLink fieldCode="AR" term="%22Dellinger%2C+Adrienne+M%2E%22">Dellinger, Adrienne M.</searchLink><br /><searchLink fieldCode="AR" term="%22Coddington%2C+Catherine%22">Coddington, Catherine</searchLink><br /><searchLink fieldCode="AR" term="%22Selmi%2C+Ann%22">Selmi, Ann</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Issues+in+Teacher+Education%22"><i>Issues in Teacher Education</i></searchLink>. Sum 2022 31(2):50-71.
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  Data: Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
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  Data: 22
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  Data: Office of Special Education Programs (OSEP) (ED/OSERS)
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
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  Data: 1536-3031
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  Label: Abstract
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  Data: The purpose of this pilot study is to understand the impact of Family Group Conferencing (FGC) on the collaboration among general education and special education teachers, teachers' attitudes toward family outreach and perceived outcomes of preschool students with and without disabilities enrolled in inclusive classrooms during distance learning. FGC is an evidence-based model that aims to increase family engagement in a child's academic growth by enhancing the quantity and quality of teacher-parent interaction. Six special education teachers and six general education preschool teachers from six inclusive preschool classrooms participated in the study. Teachers received training on how to work collaboratively to develop shared goals and support to parents during the COVID-19 global pandemic. This study positively impacted the relationships between the general education and special education teacher pairs at each school. Teachers reported improved outcomes for students with and without disabilities. Implications include using FGC to build co-teachers relationship and reimagining the traditional parent-teacher conference to involve parents.
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  Data: EJ1362765
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 50
    Subjects:
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Educational Cooperation
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Parent Teacher Conferences
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Teacher Collaboration
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Parent School Relationship
        Type: general
      – SubjectFull: Family Involvement
        Type: general
      – SubjectFull: California
        Type: general
    Titles:
      – TitleFull: Family Group Conferencing in Inclusive Preschool Classrooms during Distance Learning
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            NameFull: Dellinger, Adrienne M.
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            NameFull: Coddington, Catherine
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            NameFull: Selmi, Ann
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              Y: 2022
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            – TitleFull: Issues in Teacher Education
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