<p><strong>Um diese Studie geht es:</strong></p><p><a href="https://elibrary.utb.de/doi/abs/10.2378/peu20170405" target="_blank" rel="ugc noopener noreferrer">Bennewitz, H., & Wegner, L. (2017). Empirische Arbeit: " Er tut sich einfach schwer.". <em>Psychologie in Erziehung und Unterricht</em>, <em>64</em>(4), 270-281.</a></p><p> </p><p><strong>Wahrnehmung von Elterngesprächen auf beiden Seiten:</strong></p><ul><li>Lawrence-Lightfoot, S. (2003). The essential conversation: What parents and teachers can learn from each other. New York: Ballantine Books.</li><li><a href="https://www.researchgate.net/profile/Jayne-Keogh/publication/226160273_Accounting_for_achievement_in_parent-teacher_interviews/links/5513aab90cf23203199cbfff/Accounting-for-achievement-in-parent-teacher-interviews.pdf?origin=journalDetail&_tp=eyJwYWdlIjoiam91cm5hbERldGFpbCJ9" target="_blank" rel="noopener noreferer">Baker, C. & Keogh, J. (1995). Accounting for achievement in parent-teacher interviews. <em>Human Studies, 18</em>(2-3), 263-300.</a></li><li><a href="https://www.tandfonline.com/doi/abs/10.1080/02568543.2013.767291" target="_blank" rel="noopener noreferer">Cheatham, G. A. & Ostrosky, M. M. (2013). Goal setting during early childhood parent-teacher conferences: A comparison of three groups of parents. <em>Journal of Research in Childhood Education, 27</em>(2), 166-189</a></li></ul><p><br></p><p><strong>Weitere Forschung:</strong></p><p>Gartmeier, M., Gebhardt, M., Dotger, B., & Schratz, M. (2016).<br>Teachers’ communication competence: A latent class analysis of 677 German mathematics teachers. <em>Teaching and Teacher Education, 54</em>, 56–67. </p><p>Munthe, E., & Westergård, E. (2023).<br>Parents’, teachers’, and students’ roles in parent-teacher conferences: A systematic review and meta-synthesis. <em>Teaching and Teacher Education, 136</em>, 104355.</p><p> </p>
