{"id":{"repo_id":"texas","oai_identifier":"oai:repositories.lib.utexas.edu:2152/ETD-UT-2011-05-3040"},"canonical_url":"https://search.dev.ndltd.org/etd/texas/oai:repositories.lib.utexas.edu:2152/ETD-UT-2011-05-3040","repository":{"repo_id":"texas","name":"University of Texas","base_url":"https://repositories.lib.utexas.edu/server/oai/request"},"display":{"title":"Elementary school administrators' perceptions of parental involvement : from espoused theory to theory-in-use within school improvement efforts","abstract":"This qualitative study explored the perceptions and practices of elementary school administrators regarding parental involvement in three urban elementary schools. Particular attention was given to understanding the connection between the beliefs that school leaders shared about parental involvement and its role in school improvement (i.e., their espoused theories) and to how they supported parental involvement in their school community (i.e., their theories in use). Using Argyris and Schön’s (1978) theories of action framework, face-to face interview data and school and district documents were collected and analyzed to explore how well administrators’ practices relative to parental involvement (theory-in-use) aligned with their beliefs and perceptions (espoused theory). As such, data analysis focused on understanding both what administrators believe and what they do to use parental involvement to support school improvement efforts.","abstract_html":"This qualitative study explored the perceptions and practices of elementary school administrators regarding parental involvement in three urban elementary schools. Particular attention was given to understanding the connection between the beliefs that school leaders shared about parental involvement and its role in school improvement (i.e., their espoused theories) and to how they supported parental involvement in their school community (i.e., their theories in use). Using Argyris and Schön’s (1978) theories of action framework, face-to face interview data and school and district documents were collected and analyzed to explore how well administrators’ practices relative to parental involvement (theory-in-use) aligned with their beliefs and perceptions (espoused theory). As such, data analysis focused on understanding both what administrators believe and what they do to use parental involvement to support school improvement efforts.","abstract_has_math":false,"creators":["Garcia, Maritza Fuentes"],"institution":"University of Texas at Austin","degree_name":"Doctor of Education","degree_level":"Doctoral","degree_discipline":"Educational Administration","degree_department":null,"school":null,"contributors":[],"advisors":["Young, Michelle D."],"committee_chairs":[],"committee_members":["Olivarez, Ruben","valenzuela, Angela","Barrera, John","Guthrie, Hal"],"year":2011,"date_issued":"2011-05","date_published":"2011-05","updated_at":"2026-07-24T05:01:00Z","subjects":["School administrators","Elementary education","Urban schools","Parental involvement","Theory of action","School improvements"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2152/ETD-UT-2011-05-3040","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Young, Michelle D."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Olivarez, Ruben","valenzuela, Angela","Barrera, John","Guthrie, Hal"]},{"key":"dc:creator","label":"Author","values":["Garcia, Maritza Fuentes"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2011-06-08T13:05:48Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2011-06-08T13:05:48Z","2011-06-08T13:05:57Z"]},{"key":"dc:date.issued","label":"Date","values":["2011-05"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Administration"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Texas at Austin"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["School administrators","Elementary education","Urban schools","Parental involvement","Theory of action","School improvements"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/2152/ETD-UT-2011-05-3040"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["text"]},{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative study explored the perceptions and practices of elementary school administrators regarding parental involvement in three urban elementary schools. Particular attention was given to understanding the connection between the beliefs that school leaders shared about parental involvement and its role in school improvement (i.e., their espoused theories) and to how they supported parental involvement in their school community (i.e., their theories in use). Using Argyris and Schön’s (1978) theories of action framework, face-to face interview data and school and district documents were collected and analyzed to explore how well administrators’ practices relative to parental involvement (theory-in-use) aligned with their beliefs and perceptions (espoused theory). As such, data analysis focused on understanding both what administrators believe and what they do to use parental involvement to support school improvement efforts."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Elementary school administrators' perceptions of parental involvement : from espoused theory to theory-in-use within school improvement efforts"]}]}],"canonical_facts":{"dc:contributor.advisor":["Young, Michelle D."],"dc:contributor.committeemember":["Olivarez, Ruben","valenzuela, Angela","Barrera, John","Guthrie, Hal"],"dc:creator":["Garcia, Maritza Fuentes"],"dc:date.accessioned":["2011-06-08T13:05:48Z"],"dc:date.available":["2011-06-08T13:05:48Z","2011-06-08T13:05:57Z"],"dc:date.issued":["2011-05"],"dc:description":["text"],"dc:description.abstract":["This qualitative study explored the perceptions and practices of elementary school administrators regarding parental involvement in three urban elementary schools. Particular attention was given to understanding the connection between the beliefs that school leaders shared about parental involvement and its role in school improvement (i.e., their espoused theories) and to how they supported parental involvement in their school community (i.e., their theories in use). Using Argyris and Schön’s (1978) theories of action framework, face-to face interview data and school and district documents were collected and analyzed to explore how well administrators’ practices relative to parental involvement (theory-in-use) aligned with their beliefs and perceptions (espoused theory). As such, data analysis focused on understanding both what administrators believe and what they do to use parental involvement to support school improvement efforts."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["http://hdl.handle.net/2152/ETD-UT-2011-05-3040"],"dc:language.iso":["eng"],"dc:subject":["School administrators","Elementary education","Urban schools","Parental involvement","Theory of action","School improvements"],"dc:title":["Elementary school administrators' perceptions of parental involvement : from espoused theory to theory-in-use within school improvement efforts"],"thesis:degree_discipline":["Educational Administration"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Doctor of Education"],"thesis:institution_name":["University of Texas at Austin"]},"updated_at":"2026-07-24T05:01:00Z"}