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Parental involvement, is it real? A ...

Rucker, Lorretta Faye.

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Parental involvement, is it real? A study of viewpoints promoting parental involvement that enhances student performance.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Parental involvement, is it real? A study of viewpoints promoting parental involvement that enhances student performance./
Author:	Rucker, Lorretta Faye.
Description:	115 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3619998
ISBN:	9781303896699

Parental involvement, is it real? A study of viewpoints promoting parental involvement that enhances student performance.
Rucker, Lorretta Faye.

Parental involvement, is it real? A study of viewpoints promoting parental involvement that enhances student performance. - 115 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

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

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

The purpose of this qualitative case study was to explore the motives, practices, attitudes, and barriers of parental involvement as recognized by administrators and teachers in southwest Tennessee in order to improve the school-home and community relationship in southwest Tennessee. This study investigated the benefits of parental involvement and discussed how and why parents become involved in the education of their children. Motivating and sustaining parental involvement can be associated with many challenges. An examination of these challenges was also analyzed in the study. Vygotsky's (1978) social development theory was used as the theoretical framework. The research questions that guided this study inquired about the beliefs and perceptions of administrators and teachers in reference to parental involvement in southwest Tennessee, investigated the strategies used by administrators and teachers to promote parental involvement, and sought to examine the responsibilities and roles of administrators and teachers in reference to establishing parental involvement relationships inside the school culture. The researcher created and field-tested an instrument for the study, which included open-ended questions that were asked during a focus group session(s). The population of interest included middle school administrators, teachers, and parents in a southwest region of Tennessee. The administrator and teacher sample participants were required to have 5--10 years of experience in a middle school setting in a southwest region of Tennessee and the parent sample participants were required to have a child registered and attending a middle school in a southwest region of Tennessee. Findings of the study indicated that parental involvement in a southwest region of Tennessee at the middle school level needs more qualitative research.

ISBN: 9781303896699Subjects--Topical Terms:

529436
Educational leadership.

Parental involvement, is it real? A study of viewpoints promoting parental involvement that enhances student performance.
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245 1 0 $a Parental involvement, is it real? A study of viewpoints promoting parental involvement that enhances student performance.
300 $a 115 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Claire Lockman Boyce.
502 $a Thesis (Ph.D.)--Capella University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this qualitative case study was to explore the motives, practices, attitudes, and barriers of parental involvement as recognized by administrators and teachers in southwest Tennessee in order to improve the school-home and community relationship in southwest Tennessee. This study investigated the benefits of parental involvement and discussed how and why parents become involved in the education of their children. Motivating and sustaining parental involvement can be associated with many challenges. An examination of these challenges was also analyzed in the study. Vygotsky's (1978) social development theory was used as the theoretical framework. The research questions that guided this study inquired about the beliefs and perceptions of administrators and teachers in reference to parental involvement in southwest Tennessee, investigated the strategies used by administrators and teachers to promote parental involvement, and sought to examine the responsibilities and roles of administrators and teachers in reference to establishing parental involvement relationships inside the school culture. The researcher created and field-tested an instrument for the study, which included open-ended questions that were asked during a focus group session(s). The population of interest included middle school administrators, teachers, and parents in a southwest region of Tennessee. The administrator and teacher sample participants were required to have 5--10 years of experience in a middle school setting in a southwest region of Tennessee and the parent sample participants were required to have a child registered and attending a middle school in a southwest region of Tennessee. Findings of the study indicated that parental involvement in a southwest region of Tennessee at the middle school level needs more qualitative research.
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710 2 $a Capella University. $b School of Education. $3 1018430
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