{"id":{"repo_id":"nmu","oai_identifier":"oai:commons.nmu.edu:theses-1759"},"canonical_url":"https://search.dev.ndltd.org/etd/nmu/oai:commons.nmu.edu:theses-1759","repository":{"repo_id":"nmu","name":"Northern Michigan University","base_url":"https://commons.nmu.edu/do/oai/"},"display":{"title":"Understanding Parent-School Communication and Involvement of Children Receiving Title 1 Services","abstract":"<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>","abstract_html":"&lt;p&gt;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:&lt;/p&gt; &lt;ol&gt; &lt;li&gt; &lt;p&gt;Parental expectation of responsive two-way communication&lt;/p&gt; &lt;/li&gt; &lt;li&gt; &lt;p&gt;Preference for frequent communication regarding student learning and progress&lt;/p&gt; &lt;/li&gt; &lt;li&gt; &lt;p&gt;Communication to inform home-based school involvement&lt;/p&gt; &lt;/li&gt; &lt;li&gt; &lt;p&gt;Parent interviews allow for reflection and making sense of experience&lt;/p&gt; &lt;/li&gt; &lt;/ol&gt; &lt;p&gt;The study’s findings could allow educators to improve parent communication and involvement plans that will be more accommodating to the needs of parents.&lt;/p&gt;","abstract_has_math":false,"creators":["Muscoe, Holly B."],"institution":null,"degree_name":"Education Specialist","degree_level":"Education Specialist","degree_discipline":"Education, Leadership and Public Service","degree_department":null,"school":null,"contributors":["Bethney Bergh, PhD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-08-01T07:00:00Z","date_published":"2022-08-01T07:00:00Z","updated_at":"2026-07-24T03:24:24Z","subjects":["parent-school communication","parent involvement","elementary","Title 1","communication","involvement","Elementary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.nmu.edu/theses/717","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bethney Bergh, PhD"]},{"key":"dc:creator","label":"Author","values":["Muscoe, Holly B."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-07-01T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education, Leadership and Public Service"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Education Specialist"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education Specialist"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["parent-school communication","parent involvement","elementary","Title 1","communication","involvement","Elementary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.nmu.edu/theses/717"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["<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>"]},{"key":"dc:title","label":"Title","values":["Understanding Parent-School Communication and Involvement of Children Receiving Title 1 Services"]}]}],"canonical_facts":{"dc:contributor":["Bethney Bergh, PhD"],"dc:creator":["Muscoe, Holly B."],"dc:date.available":["2022-07-01T07:00:00Z"],"dc:description.abstract":["<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>"],"dc:identifier":["https://commons.nmu.edu/theses/717"],"dc:subject":["parent-school communication","parent involvement","elementary","Title 1","communication","involvement","Elementary Education"],"dc:title":["Understanding Parent-School Communication and Involvement of Children Receiving Title 1 Services"],"thesis:degree_discipline":["Education, Leadership and Public Service"],"thesis:degree_level":["Education Specialist"],"thesis:degree_name":["Education Specialist"]},"updated_at":"2026-07-24T03:24:24Z"}