Extending the classroom check-up to parent involvement : a brief consultation intervention with teachers

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] It is now well-accepted in the literature that parent involvement is important to a myriad of student outcomes. Researchers have begun identifying some of the factors that influence whether or not parents are involved in their child 's schooling, focusing on both parent factors as well as variables in the school and community. Recent shifts to focus on the role of teachers and schools has informed changes in policy and legislature to support the development of family-school partnerships and parent involvement programs in schools. While implementing large-scale parent involvement programs like family-school partnerships is one way to effect change at the systemic level, ongoing professional development and support is necessary to ensure that parent involvement practices are integrated permanently. One potential method for providing this ongoing support is through teacher consultation and coaching. This study examined the feasibility, acceptability, and effectiveness of adapting the Classroom Check-Up, an existing classroom management consultation intervention based on motivational interviewing, as a model for increasing teachers' involvement efforts.

Name thesis:degree_name

Ph. D.

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Education, school and counseling psychology (MU)

Grantor dc:publisher

University of Missouri--Columbia

Year dc:date.issued

2015

Author dc:creator

• Schmidt, Alexandra

Advisor dc:contributor.advisor

• Herman, Keith

Statement dc:rights

• Access to files is limited to the campuses of the University of Missouri with SSO login.

Language dc:language.iso

eng, English

DOI

https://doi.org/10.32469/10355/47150

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/47150