The impact of the computerization of a high school's pedagogical administration on homeroom teacher–parents interrelations: A case study |
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| Institution: | 1. Elon University, Campus Box 2105, Elon, NC 27244, USA;2. California State University, Fullerton, 800 N. State College Blvd, Fullerton, CA 92834, USA;1. School of Social Work, College of Public Service and Community Solutions, Arizona State University, 411 N. Central Ave., Phoenix, AZ 85004, United States;2. Parent-Child Relationships and Well-Being Lab, School of Social Work, College of Health and Human Sciences, Dept. of Community and Behavioral Health, Colorado School of Public Health, Colorado State University, 117A Education, 1586 Campus Delivery, Fort Collins, CO 80523-1586, United States;3. School of Social Work, Arizona State University, 411 N. Central Ave., Phoenix, AZ 85004, United States;4. Office of Latino Projects, Southwest Borderlands Scholar, School of Social Work, Arizona State University, 411 N. Central Ave., Phoenix, AZ 85004, United States;5. Center for Housing and Homelessness Research, University of Denver, Graduate School of Social Work, 2148 S. High St., Denver, CO 80208-7100, United States;1. Alabama State University, USA;2. University of Texas Rio Grande Valley, USA;1. College of Education and Human Development, George Mason University Fairfax, Campus Finley Building 216 4400 University Dr. MS 1F2, Fairfax, VA, 22030, USA;2. School of Special Education, University of Northern Colorado, 501 20 St. McKee 029, Greeley, CO, 80639, USA;3. Department of Education, University of Vermont, 85 South Prospect St., Burlington, VT, 05405, USA;4. College of Education, Texas Christian University, TCU Box 297900, Fort Worth, TX, 76129, USA;1. Association for Treatment and Research in Autism and Related Conditions “Umbrella”, Rome, Italy;2. Department of Neuroscience, Pediatric Neurology Unit, Tor Vergata University of Rome, Rome, Italy |
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| Abstract: | The introduction of a school management information system (SMIS) in an urban vocational high school, located in a middle-class socio-economic neighborhood, notably affected the learning, behavior and attendance (LBA) interrelations between homeroom teachers (HRTs) and parents. HRT–parents interrelations in general, but those involving parents whose children were having LBA problems in particular, became in most parents’ opinion more frequent, more intensive and more formative. Better communication, understanding and trust between parents and the HRTs were observed. Cooperation between home and HRT increased. Implications for the HRT's work are discussed, including a recommendation that HRTs should be trained to use SMIS as a tool for developing and monitoring their interrelations with parents. |
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