The purpose of this study was to research the experiences of early childhood (K-3) teachers in working with parents and families of high and low income. In particular, this study gathered information on the positive and negative encounters teachers have experienced in maintaining the home/school relationship and their reaction to these experiences. It gathered more information about the experiences that early childhood teachers have when problems arise within the home/school relationship. Particularly, this study looked at how teachers react to conflict situations and in what ways their teaching practices are altered by the encounters.
By using a mixed method approach of surveys and interviews, data was gathered to explore how teachers from high and low income schools work with parents in problem situations. Surveys were developed and gathered to compile initial data on teachers which establish patterns within the home/school relationship, as well as helped in the selection of interview participants. In depth interviews provided for additional information on teachers¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿ actual experiences in working with parents within the schools. Finally, a comparison between teachers who work with high and low socioeconomic students and families shed light on similarities and differences within the home/school relationship. The results of this study have direct implications for educators on the importance of critically reflecting upon their practices in dealing with parents and families.