422:
parent availability. So if the PTCS problem were polynomial-time solvable by some algorithm, the transformation described above and the algorithm could be used to solve the CTTA problem too and the CTTA task would be polynomially solvable as well. But CTTA has been earlier proved to be NP-complete by the reduction from the NP-complete
368:
slots the teachers have available and often get times that aren't suitable or optimal (booking schedules are optimized from the point of view of the teacher, not the parent); if a student doesn't want his/her parent to see teachers, all he/she may just not make the bookings, or leave it so late that there are no times available.
367:
The advantage of the second is that parents need not be involved in scheduling, the disadvantages are that teachers need to do the scheduling after their classes are over or during break times that they would otherwise need for rest, prepare for classes or advising students, parents do not know which
165:
Most face-to-face meetings take place at school. One-to-many meetings may take place in separate meeting rooms, many-to-one meetings in larger classrooms and one-to-one and many-to-one meetings in the school hall, aula or auditorium, with many one-to-one meetings happening simultaneously in different
90:
that are conducted over the phone or via video conferencing systems like
Microsoft Teams, Zoom or Google Meet. Face-to-face meetings offer personal contact but require that parents and teachers meet at physically the same place during the meeting. These interviews are usually between five and fifteen
358:
Students schedule meeting times with teachers by carrying a booking sheet and asking teachers to allocate times that are still available. Teachers have their own booking sheet and they mark the time on both sheets. Parents usually have the option of indicating which teachers they wish to see and the
324:
In most cases, certain dependencies exist: parents prefer not to wait too long between different interviews but need long enough breaks to move from one location to another or locations in close proximity. Also sometimes these conferences can be done online. These conferences talk about a child's or
260:
The conferences are usually held twice a year, at the end of the first quarter and at the end of the third quarter, with each meeting lasting about 15–20 minutes. The parents typically choose the time that is best for them, and the teacher schedules the conference accordingly. The specific practices
156:
The duration of parent–teacher conferences depends on the frequency of conferences and the number of participating parents and teachers. Annual meetings with multiple participants may last two hours or longer; one-to-many and many-to-one meetings once a term may last for an hour; one-on-one meetings
138:
many-to-many meetings between multiple parents and multiple teachers. This type of meeting is easy to use for electing board members or disseminating general information about school, calendar of events, changes in common regulations, etc. It is inefficient for discussing issues that are specific of
126:
one-on-one meetings between a parent and a teacher. This type is used when different subjects are taught by different teachers and parents meet the teachers for all different subjects individually. The type offers most confidentiality and allows the discussion of information specific to a student in
94:
In case of electronic parent–teacher conferences, neither parents nor teachers need to be at school or other common location and can participate in the meeting from home or while working or traveling. The school does not need to reserve rooms for the meetings and there is more flexibility in finding
476:
Systems that offer optimised scheduling of interviews can provide significantly more compact parent schedules. Parents then have reason to finish their current conversation on time, namely to get to their own next meeting. The natural tendency is often for parents stay longer at an interview, which
451:
Parents sometimes complain that schedules are not running on time, causing them to miss interviews, or be cut short. This is usually due to either parents or teachers electing to continue talking beyond their booked time slot. One factor that naturally reduces this effect is the presence of another
65:
Most conferences take place without the presence of the students whose progress is being discussed, although there is evidence that their inclusion increases the productivity of the meetings. The meetings are generally led by teachers who take a more active role in information sharing, with parents
421:
of the class-teacher assignment problem with teacher availability constraints (CTTA) in school timetable construction to the PTCS problem: namely, map class instances to teacher instances, teacher instances to parent instances, time slots to time slots (identity map), and teacher availability to
130:
many-to-one meeting is a meeting between multiple parents and one teacher. Usually the students whose parents attend the meeting are in the same class/year and the teacher is either the teacher of a particular subject or the assigned class teacher. This type is common in elementary schools. It is
469:
Steering away from very short interview times, which are harder to maintain on-time running (e.g. 5 minutes), in favour of slightly longer duration interviews that may better suit the time required to talk about issues. Short durations like five minutes ensure more can fit into the event, yet if
434:
Optimized scheduling is advantageous only as long as the participants keep to the schedule by attending the meetings and starting and finishing on time. The latter can be achieved by a school bell or electronic voice-over message played over the school PA system, at each change of interview time
376:
Scheduling by phone also involves a parent and a school administrator to do the scheduling without parents needing to be physically at school at the time of the scheduling. In principle, the middlemen could be avoided by automated scheduling by phone but is currently hindered by the lack of
312:
Scheduling parent–teacher conferences involves finding a time that suits both parents and teachers with their existing time constraints and finding locations for the meetings. If all meetings would be independent without any dependencies, the planning of the meetings simplifies to unordered
416:
This can be seen as follows. We can check in time polynomial to the input size whether certain time slot assignment satisfies parent–teacher conference scheduling (PTCS) constraints. Therefore, PTCS ∈ NP. Ignoring constraints that complicate scheduling even further, let's only consider the
183:, the meetings are known as parent–teacher interviews or parents' nights. The exact practice varies by state and by school type. Some states mandate that the interviews be conducted, others do not. Government and non-government schools also follow different federal educational laws.
186:
Some schools have only one round of interviews per year, others have more. Two rounds is common, with terms 1 (February–April) and 3 (July–September) being popular times. Many schools offer multiple dates, splitting interviews either by class or by name (e.g. a-k/l-z).
477:
may be acceptable if both the parent and the teacher do not have another interview immediately following. Optimised parent schedules are also beneficial to the parents by reducing time on-site, and by significantly reducing numbers of idle parents (event congestion).
295:. The event is often held in the school hall and adjacent communal spaces where parents move through a series of eight to nine face-to-face 5 minute consultations with individual teachers. Some schools during 2020 and 2021 replaced this with an online version due to
274:
Some counties in the US have proposed to consider it a legal violation for parents or guardians who fail to attend at least one parent–teacher conference during the school year. Some charter schools have already made the event a required event for parents to attend.
134:
one-to-many meeting between one parent and multiple teachers. This type can be used if a child has problems in multiple subjects or when a parent comes to school outside the regularly scheduled parent–teacher conference time to meet several teachers at
57:
is a short meeting or conference between the parents and teachers of students to discuss a child's progress at school and find solutions to academic or behavioral problems. Parent–teacher conferences supplement the information conveyed by
363:
The advantage of the first is that teachers need not be involved in scheduling, the disadvantages are that a special middleman is required. The method is centralized in the sense that it is directed by neither a parent nor a teacher.
439:"), avoiding to schedule very short interview times that are harder to keep running on time, scheduling empty slots at intervals to assist in bringing events back onto time if they are running over. General
490:
and inefficiency because the meetings are attended mostly by the parents of more privileged children, while the parents of the children who are more likely to need extra assistance do not attend.
389:
on the internet. The advantages of the system are that it is automated without a need for a middleman, centrally optimized both for parents and for teachers without the need to involve students.
74:
Parent–teacher conferences exist in a variety of different forms, depending on a country, school district and individual school. The subtypes are characterized by the following attributes.
114:. In the United States, many elementary schools will shorten the school day by 2–3 hours (often for an entire week) in mid fall to allow extra time for teachers to give these conferences.
264:
In the United States, many elementary schools will shorten the school day by 2–3 hours (often for an entire week) in mid fall to allow extra time for teachers to give these conferences.
473:
Provision of spacer interview slots at intervals for all teachers with busy schedules, to act as a time buffer – assisting in bringing events back onto time if they are running over.
783:
846:
757:
148:
Parent–teacher conferences usually take place once every school term, although some schools organize only one meeting during (mostly at the beginning of) the school year.
229:. Often only the most privileged children's parents will attend the interviews and the children more likely to need extra assistance will not have their parents attend.
637:
MacLure, Maggie; Barbara M. Walker (March 2000). "Disenchanted evenings: The social organization of talk in parent–teacher consultations in UK secondary schools".
95:
suitable time. The disadvantages of electronic are a lack of face time that many participants are used to and a need for the availability to unfailing technology.
815:
336:
In the simplest case, the meetings are not pre-scheduled at all, parents come to school and line up to see each teacher they want to see. Meetings happen on a
585:
Minke, Maggie and
Barbara M. Walker; Kellie J. Anderson (Sep 2003). "Restructuring routine parent–teacher conferences: The family-school conference model".
934:
62:
by focusing on students' specific strengths and weaknesses in individual subjects and generalizing the level of inter-curricular skills and competences.
452:
parent ready to start the next interview and clearly in view of the teacher. There are several other options that can assist on-time running of events:
463:
Large clock display projected on the hall screen, ensuring there is no doubt of the exact time, and encouraging participants to be mindful of the time.
127:
a particular subject. The downside of the type is that the meetings are hard to schedule because they require multiple time slots and meeting places.
417:
constraints on parent availability (e.g. assuming that all teachers, rooms and time slots are always available). Then there exists a simple
190:
There is often keen demand by parents for times with teachers, though a common observation from teachers is that it is the parents who they
854:
761:
237:
In India, the meeting is known as parent–teacher meeting or simply PTM. A shortened phrase parents' meeting is also commonly used.
739:
406:
386:
456:
Bell, chime or electronic voice-over automatically played over the school PA system, at each change of interview time. (E.g. "
268:
271:
meetings is that the former focus on students' academic progress while the latter organize more extra-curricular activities.
254:
111:
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504:
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where events need to be scheduled in a certain order, often because the output of one event forms an input for another.
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509:
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Parents come to school's administrative office to schedule meetings; scheduling is done by a school administrator.
418:
337:
499:
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problem, so the PTC scheduling problem cannot be polynomially solvable either, and has to be NP-complete.
180:
99:
896:
Even, S.; A. Itai; A. Shamir (1976). "On the complexity of timetable and multicommodity flow problems".
555:
Hackmann, D.; J. Kenworthy; S. Nibbelink (1998). "Student empowerment through student-led conferences".
217:
teachers. Parents have the right to be allotted time for this purpose under the
Ministry of Education.
31:
284:
207:
107:
103:
662:
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relatively easy to schedule but lacks privacy for discussing the progress of particular students.
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sophisticated speech analysis. This process can cause high levels of demand on school offices.
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once a year may last 15 minutes, one-on-one meetings once a term tend to last 5–10 minutes.
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221:
17:
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Parent–teacher interviews are mandatory for all
Ontario (Canada) elementary and
59:
795:
98:
Parent–teacher interviews are a tradition in
Western school systems, such as
650:
529:
Rabbitt, J. (1978). "The parent/teacher conference: Trauma or teamwork?".
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Strongly reminding, and encouraging teachers to stick to advertised times.
82:
Like most other meetings, parent–teacher conferences can take the form of
487:
318:
296:
226:
713:
658:
606:
909:
847:"Worthy Proposes Punishment for Skipping Parent–teacher Conferences"
598:
816:"School of Science and Technology School Parent Meeting reminder"
333:
Various methods exist for scheduling parent–teacher conferences.
712:. Australian Publishing Resource Service. 2011. Archived from
245:
In
Singapore, the meeting is known as parent–teacher meeting.
486:
Parent–teacher conferences have been criticized for their
343:
Meetings can be scheduled in person, by phone or online.
879:
School timetable construction: Algorithms and complexity
267:
The difference between parent–teacher conferences and a
210:, the meetings are known as parent–teacher interviews.
257:, the meeting is known as parent–teacher conference.
194:
need to see who attend interviews, while parents who
740:"Ask an expert: Improving parent–teacher interviews"
413:(so no fast algorithms are known for solving it).
706:"Busting myths: Parent teacher interview systems"
86:in which parents and teachers meet in person, or
885:. Eindhoven: Technische Universiteit Eindhoven.
225:criticizes parent–teacher interviews for their
351:In person scheduling can be done in two ways:
397:Computationally, the scheduling problem is a
139:particular students and lacks needed privacy.
8:
683:Swiderek, B. (1997). "Parent conferences".
470:on-time running fails, the benefit is lost.
66:relegated mostly to the role of listeners.
678:
676:
550:
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546:
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27:Short meeting between parents and teachers
639:British Journal of Sociology of Education
632:
630:
628:
626:
624:
784:"Questions every parent must ask in PTM"
733:
731:
685:Journal of Adolescent and Adult Literacy
700:
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580:
578:
521:
7:
822:. September 12, 2011. Archived from
845:Cameron, Linda (February 9, 2008).
385:Online scheduling is done by using
122:Parent–teacher conferences can be
458:Please move to your next interview
437:Please move to your next interview
25:
935:Student assessment and evaluation
405:with other problems that involve
387:appointment scheduling software
738:Ermann, Ryan (June 14, 2010).
569:10.1080/00940771.1998.11494561
261:vary within school districts.
1:
587:The Elementary School Journal
505:Personal development planning
181:Australian educational system
876:Willemen, Robertus (2002).
710:Education Matters Secondary
510:Parent Teacher Organization
208:Canadian educational system
951:
411:combinatorial optimization
287:, the meeting is known as
29:
898:SIAM Journal on Computing
419:polynomial transformation
289:parent–teacher conference
39:parent–teacher conference
18:Parent-teacher conference
401:problem and in the same
43:parent–teacher interview
407:constraint satisfaction
317:rather than full-scale
651:10.1080/01425690095135
500:Educational assessment
55:parent teacher meeting
557:Middle School Journal
285:UK educational system
255:US educational system
198:attend often do not.
84:face-to-face meetings
47:parent–teacher night
30:For other uses, see
170:Regional variations
166:parts of the room.
88:electronic meetings
930:School terminology
857:on August 30, 2008
820:SST School Website
788:The Times of India
443:techniques apply.
826:on April 18, 2013
764:on 30 August 2008
758:"9 February 2008"
716:on April 25, 2012
325:student's grade.
16:(Redirected from
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853:. Archived from
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531:Phi Delta Kappan
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403:complexity class
359:preferred times.
293:parents' evening
215:secondary school
51:parents' evening
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441:time management
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91:minutes long.
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859:. Retrieved
855:the original
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828:. Retrieved
824:the original
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762:the original
752:
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718:. Retrieved
714:the original
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638:
593:(1): 49–69.
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118:Participants
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60:report cards
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861:October 29,
720:October 25,
645:(1): 5–25.
399:NP-complete
315:timetabling
924:Categories
801:2024-03-06
768:29 October
691:: 580–581.
537:: 471–472.
516:References
488:class bias
482:Discussion
430:Management
393:Complexity
338:first-come
319:scheduling
303:Scheduling
227:class bias
830:March 29,
796:0971-8257
667:144554835
615:144150252
563:: 35–39.
347:In person
241:Singapore
175:Australia
144:Frequency
100:Australia
494:See also
372:By phone
308:The task
297:COVID-19
161:Location
152:Duration
110:and the
659:1393356
607:3203049
435:(E.g. "
340:basis.
329:Methods
794:
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657:
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381:Online
202:Canada
196:should
192:do not
106:, the
104:Canada
883:(PDF)
663:S2CID
655:JSTOR
611:S2CID
603:JSTOR
424:3-SAT
233:India
135:once.
70:Types
863:2011
832:2013
792:ISSN
770:2011
722:2011
409:and
78:Mode
906:doi
647:doi
595:doi
591:104
565:doi
291:or
283:In
269:PTA
253:In
206:In
179:In
53:or
32:PTC
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