One step closer: Connecting parents and teachers for improved student outcomes

Mariana Mereoiu, Sara Abercrombie, Mary Murray

Research output: Contribution to journalArticlepeer-review

11 Scopus citations


This study investigated the influence of a professional learning intervention on parents and special educators’ perceptions of collaboration to support student outcomes. Over a period of six months, participants worked together to identify effective ways to establish and sustain partnerships in their districts. Eight pre- and post-intervention semi-structured focus groups were conducted with homogenous parent and educator participant groups. Findings indicated that participants recognized specific needs of improvement in home–school partnerships in the areas of: communication, understanding, and appreciation of the families’ experiences, contributions and funds of knowledge, and participation in special education processes. The post-intervention findings indicated that the training helped participants to gain critical insight over each other’s perspectives. This study brings important considerations for school districts or other agencies to design and deliver effective professional development in the area of partnerships between schools and families.

Original languageEnglish (US)
Article number1243079
JournalCogent Education
Issue number1
StatePublished - 2016


  • Collaboration
  • Communication
  • Expectations
  • Parents
  • Professional development
  • Professional learning
  • Special education

ASJC Scopus subject areas

  • Education


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