{"id":{"repo_id":"gsu","oai_identifier":"oai:digitalcommons.georgiasouthern.edu:etd-1288"},"canonical_url":"https://search.dev.ndltd.org/etd/gsu/oai:digitalcommons.georgiasouthern.edu:etd-1288","repository":{"repo_id":"gsu","name":"Georgia Southern University","base_url":"https://digitalcommons.georgiasouthern.edu/do/oai/"},"display":{"title":"Elementary Principals' and PTA Parent Representatives' Perceptions about the Effects of Parental Involvement on Student Achievement in Georgia Title I Schools","abstract":"The primary focus of this study is to explore the perceptions of elementary principals and PTA parent representatives about the effects of parental involvement on student achievement in three Georgia Title I schools. This particular study evolved from firsthand experiences while working with less fortunate students in a Title I school setting. The affective factors include but are not limited to the perceptions of the elementary principals and parent representatives. Based upon findings in the review of literature, the researcher gained an understanding about how to structure interview questions in order to prompt in-depth responses from the interviewees. Data collection methods included a school portraiture and interview questions. The interviews were tape recorded, transcribed, and categorized in order to compare and contrast the responses of the different principals' and parent representatives' perceptions.","abstract_html":"The primary focus of this study is to explore the perceptions of elementary principals and PTA parent representatives about the effects of parental involvement on student achievement in three Georgia Title I schools. This particular study evolved from firsthand experiences while working with less fortunate students in a Title I school setting. The affective factors include but are not limited to the perceptions of the elementary principals and parent representatives. Based upon findings in the review of literature, the researcher gained an understanding about how to structure interview questions in order to prompt in-depth responses from the interviewees. Data collection methods included a school portraiture and interview questions. The interviews were tape recorded, transcribed, and categorized in order to compare and contrast the responses of the different principals' and parent representatives' perceptions.","abstract_has_math":false,"creators":["Phillips, Zack K."],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Walter Polka","Meta Harris","Ming Fang He"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006-05-01T07:00:00Z","date_published":"2006-05-01T07:00:00Z","updated_at":"2026-07-24T02:26:39Z","subjects":["ETD","Parental involvement","Perceptions","Title I","Principals","PTA parent representatives","Student achievement","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/288","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Walter Polka","Meta Harris","Ming Fang He"]},{"key":"dc:creator","label":"Author","values":["Phillips, Zack K."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-10-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Education Administration (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Parental involvement","Perceptions","Title I","Principals","PTA parent representatives","Student achievement","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/288"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The primary focus of this study is to explore the perceptions of elementary principals and PTA parent representatives about the effects of parental involvement on student achievement in three Georgia Title I schools. This particular study evolved from firsthand experiences while working with less fortunate students in a Title I school setting. The affective factors include but are not limited to the perceptions of the elementary principals and parent representatives. Based upon findings in the review of literature, the researcher gained an understanding about how to structure interview questions in order to prompt in-depth responses from the interviewees. Data collection methods included a school portraiture and interview questions. The interviews were tape recorded, transcribed, and categorized in order to compare and contrast the responses of the different principals' and parent representatives' perceptions."]},{"key":"dc:title","label":"Title","values":["Elementary Principals' and PTA Parent Representatives' Perceptions about the Effects of Parental Involvement on Student Achievement in Georgia Title I Schools"]}]}],"canonical_facts":{"dc:contributor":["Walter Polka","Meta Harris","Ming Fang He"],"dc:creator":["Phillips, Zack K."],"dc:date.available":["2013-10-17T07:00:00Z"],"dc:description.abstract":["The primary focus of this study is to explore the perceptions of elementary principals and PTA parent representatives about the effects of parental involvement on student achievement in three Georgia Title I schools. This particular study evolved from firsthand experiences while working with less fortunate students in a Title I school setting. The affective factors include but are not limited to the perceptions of the elementary principals and parent representatives. Based upon findings in the review of literature, the researcher gained an understanding about how to structure interview questions in order to prompt in-depth responses from the interviewees. Data collection methods included a school portraiture and interview questions. 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