000			01922nam a2200205Ia 4500
003			NULRC
005			20250520102755.0
008			250520s9999 xx 000 0 und d
040			_cNULRC
050			_aLC 225 .H9 1953
100			_aHymes, James L. _eauthor
245		0	_aEffective home-school relations / _cJames L. Hymes
260			_aNew York : _bPrentice-Hall, _cc1953
300			_a264 pages : _billustrations ; _c21 cm.
504			_aIncludes bibliographical references and index.
505			_a1. Home-school relations: a man-made bridge -- 2. Parents and their children -- 3. Parents and schools -- 4. Teachers' attitudes and aptitudes -- 5. Group meeting -- 6.Face-to-face relationships -- 7. Observation and participation -- 8. The Written word -- 9. Two occasion for vital relationships -- 10. Evaluation.
520			_aToday, educators and conscientious parents are alarmed by community conflicts over public education. It is clear that there is not the oneness of thinking about children and about education that youngsters need. For years the growing complexity of our society has steadily pulled our homes and schools away from each other. Unfortunately, the distance has grown at the very time when our swiftly changing world has made new demands on education. This gap has widened, although the chance exists to capitalize on exciting new facts about children's growth, development, and learning. Conflict is always distressing, but it can be useful. Recently, it has helped earnest citizen and devoted teacher to agree that home and school must rebuild their unity. The school should not develop a program in isolation. The teacher should not work with children alone. Home and school must supplement each other; they must make a consistent impact. The teacher should be a skilled team worker, in constant touch with his co-educators in the home.
650			_aHOME AND SCHOOL
942			_2lcc _cBK
999			_c15005 _d15005