{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/124298"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/124298","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"School Leaders Perceptions of Family Engagement Practices with Immigrant Preschool Families in Virginia","abstract":"School leaders across the country seek ways to increase family engagement. Children learn and grow when parents, teachers and community collaborate in ways that encourage student development (Epstein and Sheldon, 2014). Current family engagement models do not support families of diverse socio-historical backgrounds and are not differentiated (Coady, 2019). \"Every family needs a voice in certain school decisions\" (Constantino, 2016). The purpose of this qualitative study, informed by phenomenological case study, was to describe school leaders' perceptions of family engagement practices with immigrant preschool families in central Virginia school divisions. The researcher conducted one-on one interviews with school leaders that support site based preschool programs in public school. The intended outcome of this study was to provide Virginia preschool school leaders with qualitative data to support the engagement of preschool immigrant families in Virginia. Data collected included four preschool leaders. An analysis of the data indicated that all school leaders perceive relationship building, open two way communication, and community partnerships as key components to family engagement with immigrant preschool families in Virginia. It is anticipated that this study's results could help school leaders implement practices that will impact the engagement of immigrant preschool families in Virginia as well as support student academic achievement. The findings will indicate school leaders lived experiences with preschool immigrant families.","abstract_html":"School leaders across the country seek ways to increase family engagement. Children learn and grow when parents, teachers and community collaborate in ways that encourage student development (Epstein and Sheldon, 2014). Current family engagement models do not support families of diverse socio-historical backgrounds and are not differentiated (Coady, 2019). "Every family needs a voice in certain school decisions" (Constantino, 2016). The purpose of this qualitative study, informed by phenomenological case study, was to describe school leaders' perceptions of family engagement practices with immigrant preschool families in central Virginia school divisions. The researcher conducted one-on one interviews with school leaders that support site based preschool programs in public school. The intended outcome of this study was to provide Virginia preschool school leaders with qualitative data to support the engagement of preschool immigrant families in Virginia. Data collected included four preschool leaders. An analysis of the data indicated that all school leaders perceive relationship building, open two way communication, and community partnerships as key components to family engagement with immigrant preschool families in Virginia. It is anticipated that this study's results could help school leaders implement practices that will impact the engagement of immigrant preschool families in Virginia as well as support student academic achievement. The findings will indicate school leaders lived experiences with preschool immigrant families.","abstract_has_math":false,"creators":["Harris, Lesley R."],"institution":"Virginia Tech","degree_name":"Doctor of Education","degree_level":"doctoral","degree_discipline":"Educational Leadership and Policy Studies","degree_department":"Educational Leadership and Policy Studies","school":null,"contributors":[],"advisors":[],"committee_chairs":["Lowery, Charles L."],"committee_members":["Brinkmann, Jodie Lynn","White, Tinkhani Ushe","Price, Ted S."],"year":2025,"date_issued":"2025-01-21","date_published":"2025-01-21","updated_at":"2026-07-22T22:20:37Z","subjects":["Family Engagement","Head Start","Title 1","Preschool","English Language Learner","immigrant populations"],"languages":["en"],"rights":["Creative Commons Attribution 4.0 International"],"rights_urls":["http://creativecommons.org/licenses/by/4.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:42333"],"render_values":[{"text":"vt_gsexam:42333","href":null,"code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10919/124298","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Lowery, Charles L."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Brinkmann, Jodie Lynn","White, Tinkhani Ushe","Price, Ted S."]},{"key":"dc:contributor.department","label":"Department","values":["Educational Leadership and Policy Studies"]},{"key":"dc:creator","label":"Author","values":["Harris, Lesley R."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-01-22T09:01:42Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-01-22T09:01:42Z"]},{"key":"dc:date.issued","label":"Date","values":["2025-01-21"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"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":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Family Engagement","Head Start","Title 1","Preschool","English Language Learner","immigrant populations"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Creative Commons Attribution 4.0 International"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://creativecommons.org/licenses/by/4.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:42333"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10919/124298"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["School leaders across the country seek ways to increase family engagement. Children learn and grow when parents, teachers and community collaborate in ways that encourage student development (Epstein and Sheldon, 2014). Current family engagement models do not support families of diverse socio-historical backgrounds and are not differentiated (Coady, 2019). \"Every family needs a voice in certain school decisions\" (Constantino, 2016). The purpose of this qualitative study, informed by phenomenological case study, was to describe school leaders' perceptions of family engagement practices with immigrant preschool families in central Virginia school divisions. The researcher conducted one-on one interviews with school leaders that support site based preschool programs in public school. The intended outcome of this study was to provide Virginia preschool school leaders with qualitative data to support the engagement of preschool immigrant families in Virginia. Data collected included four preschool leaders. An analysis of the data indicated that all school leaders perceive relationship building, open two way communication, and community partnerships as key components to family engagement with immigrant preschool families in Virginia. It is anticipated that this study's results could help school leaders implement practices that will impact the engagement of immigrant preschool families in Virginia as well as support student academic achievement. The findings will indicate school leaders lived experiences with preschool immigrant families."]},{"key":"dc:description.abstractgeneral","label":"General Abstract","values":["School leaders across the country seek ways to increase family engagement. Children learn and grow when parents, teachers and community collaborate in ways that encourage student development (Epstein and Sheldon, 2014). The purpose of this qualitative study was to describe school leaders' perceptions of family engagement practices with immigrant preschool families in central Virginia school divisions. The researcher conducted one-on one interviews with school leaders that support site based preschool programs in public school. The intended outcome of this study was to provide Virginia preschool school leaders with qualitative data to support the engagement of preschool immigrant families in Virginia. Data collected included four preschool leaders. An analysis of the data indicated that all school leaders perceive relationship building, open two way communication, and community partnerships as key components to family engagement with immigrant preschool families in Virginia. It is anticipated that this study's results could help school leaders implement practices that will impact the engagement of immigrant preschool families in Virginia as well as support student academic achievement. The findings indicate school leaders lived experiences with preschool immigrant families."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Doctor of Education"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["School Leaders Perceptions of Family Engagement Practices with Immigrant Preschool Families in Virginia"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Lowery, Charles L."],"dc:contributor.committeemember":["Brinkmann, Jodie Lynn","White, Tinkhani Ushe","Price, Ted S."],"dc:contributor.department":["Educational Leadership and Policy Studies"],"dc:creator":["Harris, Lesley R."],"dc:date.accessioned":["2025-01-22T09:01:42Z"],"dc:date.available":["2025-01-22T09:01:42Z"],"dc:date.issued":["2025-01-21"],"dc:description.abstract":["School leaders across the country seek ways to increase family engagement. Children learn and grow when parents, teachers and community collaborate in ways that encourage student development (Epstein and Sheldon, 2014). Current family engagement models do not support families of diverse socio-historical backgrounds and are not differentiated (Coady, 2019). \"Every family needs a voice in certain school decisions\" (Constantino, 2016). The purpose of this qualitative study, informed by phenomenological case study, was to describe school leaders' perceptions of family engagement practices with immigrant preschool families in central Virginia school divisions. The researcher conducted one-on one interviews with school leaders that support site based preschool programs in public school. The intended outcome of this study was to provide Virginia preschool school leaders with qualitative data to support the engagement of preschool immigrant families in Virginia. Data collected included four preschool leaders. An analysis of the data indicated that all school leaders perceive relationship building, open two way communication, and community partnerships as key components to family engagement with immigrant preschool families in Virginia. It is anticipated that this study's results could help school leaders implement practices that will impact the engagement of immigrant preschool families in Virginia as well as support student academic achievement. The findings will indicate school leaders lived experiences with preschool immigrant families."],"dc:description.abstractgeneral":["School leaders across the country seek ways to increase family engagement. Children learn and grow when parents, teachers and community collaborate in ways that encourage student development (Epstein and Sheldon, 2014). The purpose of this qualitative study was to describe school leaders' perceptions of family engagement practices with immigrant preschool families in central Virginia school divisions. The researcher conducted one-on one interviews with school leaders that support site based preschool programs in public school. The intended outcome of this study was to provide Virginia preschool school leaders with qualitative data to support the engagement of preschool immigrant families in Virginia. Data collected included four preschool leaders. An analysis of the data indicated that all school leaders perceive relationship building, open two way communication, and community partnerships as key components to family engagement with immigrant preschool families in Virginia. It is anticipated that this study's results could help school leaders implement practices that will impact the engagement of immigrant preschool families in Virginia as well as support student academic achievement. The findings indicate school leaders lived experiences with preschool immigrant families."],"dc:description.degree":["Doctor of Education"],"dc:format.medium":["ETD"],"dc:identifier.other":["vt_gsexam:42333"],"dc:identifier.uri":["https://hdl.handle.net/10919/124298"],"dc:language.iso":["en"],"dc:publisher":["Virginia Tech"],"dc:rights":["Creative Commons Attribution 4.0 International"],"dc:rights.uri":["http://creativecommons.org/licenses/by/4.0/"],"dc:subject":["Family Engagement","Head Start","Title 1","Preschool","English Language Learner","immigrant populations"],"dc:title":["School Leaders Perceptions of Family Engagement Practices with Immigrant Preschool Families in Virginia"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Education"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:20:37Z"}