Abstract
dc:description.abstractThe involvement of parents in the educational programs of their children has been shown to have a significant impact on both student achievement and the family. While both educators and parents are accountable for the development of the partnership between the home and the school, teachers and school administrators have the greatest responsibility for opening the lines of communication and making schools and classrooms welcoming. By identifying and overcoming those factors that parents perceive to be barriers to their involvement in their child's educational program, educators will have a significant positive impact on the future success of the children in their schools. </p><p> This study utilized a mixed-method approach to develop an understanding of parents' perceptions of parental involvement at the elementary schools in a large, suburban school district. Utilizing a pre-developed survey instrument, followed by focus group discussions, the researcher was able to identify the school- and home-based barriers as perceived by both parents and teachers. These results were also compared to identify commonalities and differences in perception. Recommendations were then made for professional development in areas related to home-school communication and further follow-up by the involved school district.
Degree
thesis:*- Name thesis:degree_name
- EdD
- Level thesis:degree_level
- Immediate Access
- Discipline thesis:degree_discipline
- Interdisciplinary Doctoral Program for Education Leaders (IDPEL)
- Year dc:date.available
- 2008
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Fuller, Jeffrey
- Contributors dc:contributor
-
- Jean Higgins
- Carol Parke
- Robert Furman
Subjects
dc:subject × 5Rights
- Language dc:language
- English
Identifiers
dc:identifier.*- Repository record dc:identifier
- https://dsc.duq.edu/etd/558
- OAI identifier oai:identifier
- oai:dsc.duq.edu:etd-1574