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Parent–Teacher E-Mail Strategies at the Elementary and Secondary Levels

Parent–teacher e-mail communication represents an increasingly prevalent form of computer-mediated communication at the elementary and secondary levels. Research is needed to identify the problems parents and teachers encounter when communicating via e-mail, as well as the strategies they employ to address these issues. The author conducted 30 parent and 30 teacher interviews and analyzed 341 parent–teacher e-mail messages. The findings revealed several noteworthy problems including misinterpretations, reductions in face-to-face communication, new boundaries crossed, and impacts on student responsibility. The findings also revealed a variety of e-mail strategies, providing teachers and parents ways to address problems they may encounter.