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Parental perceptions of communicatio...

Hicks, Amanda Carol.

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Parental perceptions of communication between educators and parents.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Parental perceptions of communication between educators and parents./
作者:	Hicks, Amanda Carol.
面頁冊數:	131 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
Contained By:	Dissertation Abstracts International76-01A(E).
標題:	Education, Elementary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3635704
ISBN:	9781321170092

Parental perceptions of communication between educators and parents.
Hicks, Amanda Carol.

Parental perceptions of communication between educators and parents. - 131 p.

Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.

Thesis (Ph.D.)--Capella University, 2014.

This item must not be sold to any third party vendors.

Parental involvement is essential to the academic success of students, but socio-economically disadvantaged parents are not as involved in one rural Tennessee elementary school. Effective communication between home and school has been said to increase parental involvement. The purpose of this study is to examine parents' attitudes and perceptions of effective home-school communication. Using a qualitative survey research design and theoretical framework of Urie Bronfenbrenner, elementary school parents, teachers, and administrators of a rural Tennessee school district were interviewed or completed an anonymous questionnaire to reveal perceptions and attitudes about home school communication. The findings from the study indicate that effective communication should be abundant and advantageous, positive relationships should be fostered between teachers, parents, and administration to ultimately accomplish shared accountability of students' learning pathway.

ISBN: 9781321170092Subjects--Topical Terms:

516171
Education, Elementary.

Parental perceptions of communication between educators and parents.
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520 $a Parental involvement is essential to the academic success of students, but socio-economically disadvantaged parents are not as involved in one rural Tennessee elementary school. Effective communication between home and school has been said to increase parental involvement. The purpose of this study is to examine parents' attitudes and perceptions of effective home-school communication. Using a qualitative survey research design and theoretical framework of Urie Bronfenbrenner, elementary school parents, teachers, and administrators of a rural Tennessee school district were interviewed or completed an anonymous questionnaire to reveal perceptions and attitudes about home school communication. The findings from the study indicate that effective communication should be abundant and advantageous, positive relationships should be fostered between teachers, parents, and administration to ultimately accomplish shared accountability of students' learning pathway.
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