Analysis

The analysis of data from the ICPTC questionnaire is typically conducted using quantitative methods. Responses are coded and analyzed with statistical tools to identify trends and patterns in the parent-teacher relationship. Techniques such as factor analysis are often used to identify the main dimensions of collaboration, while correlation analysis is employed to examine the relationships between different variables. The results can be used to develop strategies for improving collaboration and communication.

Objective

The main objective of the ICPTC questionnaire is to enhance cooperation between parents and teachers, thereby contributing to the improvement of the educational experience and learning outcomes for students. By recording and analyzing the perceptions and experiences of both parents and teachers, the questionnaire aims to identify strengths and weaknesses in their relationship and suggest interventions to improve mutual understanding and cooperation.

Scoring

The scoring of the ICPTC questionnaire is carried out through pilot studies involving representative samples of parents and teachers. By using pilot testing and reliability analysis, the validity of the questions is confirmed, ensuring that they accurately measure the desired dimensions of collaboration. Indicators such as Cronbach’s alpha coefficient are commonly used to assess the internal consistency of the questionnaire.

Bibliography

Adams, K. S., & Christenson, S. L. (1998). Differences in parent and teacher trust levels: Implications for creating collaborative family-school relationships. Special Services in the Schools, 14(1/2), 1–22.
Adams, K., & Christenson, S. L. (2000). Trust and the family-school relationship: Examination of parent-teacher differences in elementary and secondary grades. Journal of School Psychology.
Christenson, S. L. (1995). Supporting home-school collaboration. In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology III (pp. 253–267). Washington, DC: National Association of School Psychologists.
Christenson, S. L. (2001). Promoting engagement with school and learning: A resource for Check & Connect mentors to enhance student success. Early Risers “Skills for Success” Project, University of Minnesota, Pillsbury United Communities, and Minneapolis Public Schools.
Christenson, S. L., & Hirsch, J. (1998). Facilitating partnerships and conflict resolution between families and schools. In K. C. Stoiber & T. Kratochwill (Eds.), Handbook of Group Interventions for Children and Families (pp. 307–344). Boston: Allyn & Bacon.
Christenson, S. L., & Peterson, C. J. (1998). Family, school, and community influences on children’s learning: A literature review (Report No. 1). All Parents Are Teachers Project (formerly Live and Learn Project). Minneapolis, MN: University of Minnesota Extension Service.
Christenson, S. L., & Sheridan, S. M. (2001). Schools and Families: Creating Essential Connections for Learning. New York: Guilford Press.
Christenson, S. L., Hurley, C. M., Sheridan, S. M., & Fenstermacher, K. (1997). Parents’ and school psychologists’ perspectives on parent involvement activities. School Psychology Review, 26(1), 111–130.
Zorka, H., Godber, Y., Hurley, C. M., & Christenson, S. L. (2001). Parental Perspectives of Welcoming School Environments. Paper presented at the annual meeting of the American Psychological Association, San Francisco.
Christenson, S. L. (University of Minnesota). Parent-Teacher Partnerships: Creating Essential Connections for Children’s Reading and Learning.