{"id":{"repo_id":"maynooth","oai_identifier":"oai:mural.maynoothuniversity.ie:5178"},"canonical_url":"https://search.dev.ndltd.org/etd/maynooth/oai:mural.maynoothuniversity.ie:5178","repository":{"repo_id":"maynooth","name":"National University of Ireland - Maynooth","base_url":"http://mural.maynoothuniversity.ie/cgi/oai2"},"display":{"title":"Making Parental Involvement a Key Process in Primary Education: An Action Research Project in a Junior, Primary School","abstract":"This action research project is not simply a methodology of investigation but a process through which, I as a practitioner enquire into my own efforts to improve practice and assert my responsibilities and values. Findings from one study indicate that the degree and nature of parental involvement differ drastically between schools and within schools. Parents may be involved in many ways. These include the ‘silent’ encouragement at home of their children's educational activities and the influencing of positive attitudes towards school. However, a high level of parental involvement does not always indicate positive relationships between parents and educators; sometimes schoolcommunity relations are difficult or strained. Levels and types of parent participation in schools is often influenced by whether parents feel a sense of ownership. In addition, the level and nature of parent involvement is context-specific; parent communities differ when, for example, they may share a similar socio-economic and racial background.","abstract_html":"This action research project is not simply a methodology of investigation but a process through which, I as a practitioner enquire into my own efforts to improve practice and assert my responsibilities and values. Findings from one study indicate that the degree and nature of parental involvement differ drastically between schools and within schools. Parents may be involved in many ways. These include the ‘silent’ encouragement at home of their children's educational activities and the influencing of positive attitudes towards school. However, a high level of parental involvement does not always indicate positive relationships between parents and educators; sometimes schoolcommunity relations are difficult or strained. Levels and types of parent participation in schools is often influenced by whether parents feel a sense of ownership. In addition, the level and nature of parent involvement is context-specific; parent communities differ when, for example, they may share a similar socio-economic and racial background.","abstract_has_math":false,"creators":["Burke, Dolores"],"institution":"National University of Ireland Maynooth","degree_name":null,"degree_level":"masters","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-05","date_published":"2004-05","updated_at":"2026-07-24T03:02:46Z","subjects":["Education"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Burke, Dolores"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2004-05"]},{"key":"dc:date.issued","label":"Date","values":["2004-05"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["National University of Ireland Maynooth"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://mural.maynoothuniversity.ie/id/eprint/5178/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["masters"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://mural.maynoothuniversity.ie/id/eprint/5178/1/Dolores_Burke_20140709073819.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This action research project is not simply a methodology of investigation but a process through which, I as a practitioner enquire into my own efforts to improve practice and assert my responsibilities and values. Findings from one study indicate that the degree and nature of parental involvement differ drastically between schools and within schools. Parents may be involved in many ways. These include the ‘silent’ encouragement at home of their children's educational activities and the influencing of positive attitudes towards school. However, a high level of parental involvement does not always indicate positive relationships between parents and educators; sometimes schoolcommunity relations are difficult or strained. Levels and types of parent participation in schools is often influenced by whether parents feel a sense of ownership. In addition, the level and nature of parent involvement is context-specific; parent communities differ when, for example, they may share a similar socio-economic and racial background."]},{"key":"dc:format","label":"Dc Format","values":["text"]},{"key":"dc:title","label":"Title","values":["Making Parental Involvement a Key Process in Primary Education: An Action Research Project in a Junior, Primary School"]}]}],"canonical_facts":{"dc:creator":["Burke, Dolores"],"dc:date":["2004-05"],"dc:date.issued":["2004-05"],"dc:description.abstract":["This action research project is not simply a methodology of investigation but a process through which, I as a practitioner enquire into my own efforts to improve practice and assert my responsibilities and values. Findings from one study indicate that the degree and nature of parental involvement differ drastically between schools and within schools. Parents may be involved in many ways. These include the ‘silent’ encouragement at home of their children's educational activities and the influencing of positive attitudes towards school. However, a high level of parental involvement does not always indicate positive relationships between parents and educators; sometimes schoolcommunity relations are difficult or strained. Levels and types of parent participation in schools is often influenced by whether parents feel a sense of ownership. In addition, the level and nature of parent involvement is context-specific; parent communities differ when, for example, they may share a similar socio-economic and racial background."],"dc:format":["text"],"dc:identifier.uri":["https://mural.maynoothuniversity.ie/id/eprint/5178/1/Dolores_Burke_20140709073819.pdf"],"dc:language":["en"],"dc:publisher.department":["Education"],"dc:publisher.institution":["National University of Ireland Maynooth"],"dc:relation.isreferencedby":["https://mural.maynoothuniversity.ie/id/eprint/5178/"],"dc:subject":["Education"],"dc:title":["Making Parental Involvement a Key Process in Primary Education: An Action Research Project in a Junior, Primary School"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["masters"]},"updated_at":"2026-07-24T03:02:46Z"}