{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/36766"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/36766","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Authentic parent engagement : a case study of moving from discourse to authentic praxis in a Midwestern school district","abstract":"[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI-COLUMBIA AT AUTHOR'S REQUEST.] \"To be a professional educator would include the ability to relate to and team with a variety of people and organizations--such as parents, citizens, and social agencies.\" The purpose of this study was to examine the engagement of African American and Latino parents in a Midwestern school district during a major restructuring process. The qualitative case study sought to enrich research in the area of authentic engagement of minority parents as defined by their perceptions, needs and desires. Key components of Anderson's (1998) conceptual framework for authentic participation were used to develop the conceptual model intended to inform district administrators and staff about what parents from disenfranchised groups say is needed to create authentic and democratic practices that engage them in all arenas, including district decision-making processes.","abstract_html":"[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI-COLUMBIA AT AUTHOR'S REQUEST.] "To be a professional educator would include the ability to relate to and team with a variety of people and organizations--such as parents, citizens, and social agencies." The purpose of this study was to examine the engagement of African American and Latino parents in a Midwestern school district during a major restructuring process. The qualitative case study sought to enrich research in the area of authentic engagement of minority parents as defined by their perceptions, needs and desires. Key components of Anderson's (1998) conceptual framework for authentic participation were used to develop the conceptual model intended to inform district administrators and staff about what parents from disenfranchised groups say is needed to create authentic and democratic practices that engage them in all arenas, including district decision-making processes.","abstract_has_math":false,"creators":["Grant, Darlene Michelle"],"institution":"University of Missouri--Columbia","degree_name":"Ed. 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