Understanding Parent-School Communication and Involvement of Children Receiving Title 1 Services

<p>This qualitative, phenomenological research study was designed to gain an understanding of the experiences of parents of elementary school children receiving Title 1 services with a specific focus on parent-school communication and involvement. This study includes information gleaned from six interviews with parents of elementary students receiving Title 1 services from three separate elementary schools within the Northern Lakes School district (pseudonym), located in the Upper Midwest. Participant responses revealed the following themes:</p> <ol> <li> <p>Parental expectation of responsive two-way communication</p> </li> <li> <p>Preference for frequent communication regarding student learning and progress</p> </li> <li> <p>Communication to inform home-based school involvement</p> </li> <li> <p>Parent interviews allow for reflection and making sense of experience</p> </li> </ol> <p>The study’s findings could allow educators to improve parent communication and involvement plans that will be more accommodating to the needs of parents.</p>

Name thesis:degree_name

Education Specialist

Level thesis:degree_level

Education Specialist

Discipline thesis:degree_discipline

Education, Leadership and Public Service

Year dc:date.available

2022

Author dc:creator

• Muscoe, Holly B.

Contributors dc:contributor

• Bethney Bergh, PhD

• parent-school communication
• parent involvement
• elementary
• Title 1
• communication
• involvement
• Elementary Education

Repository record dc:identifier

https://commons.nmu.edu/theses/717

OAI identifier oai:identifier

oai:commons.nmu.edu:theses-1759