Teachers ' School-to-Home Communications and Parent Involvement: The Role of Parent Perceptions and

examining the relationship between parent involvement and specific types of teacher practices, namely school-to-home communications. The study sample included 35 elementary school teachers from 4 midwestern school districts in small cities and rural areas, and a control group of 34 teachers from different schools in the same district. An intervention program was designed to increase teachers ' use of home-to-school communication practices, and targeted the frequency, content and structure of these communications. The study evaluated the teachers ' use of home-to-school communications from both the teachers ' and parents ' perspectives and assessed parent involvement from the parents ' and child's perspectives. The study found that parents ' overall evaluation of the teacher, their sense of comfort with the school, and their reported level of involvement was higher when they received frequent and effective communications. Children's motivation, attitudes toward parent involvement, and perceptions o