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Teacher and parent perceptions of pa...

Capella University., School of Education.

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Teacher and parent perceptions of parental involvement at W. S. Hornsby Elementary School.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teacher and parent perceptions of parental involvement at W. S. Hornsby Elementary School./
作者:	Flakes, Bettina M.
面頁冊數:	143 p.
附註:	Adviser: Carolyn Rogers.
Contained By:	Dissertation Abstracts International68-09A.
標題:	Education, Elementary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3278095
ISBN:	9780549221135

Teacher and parent perceptions of parental involvement at W. S. Hornsby Elementary School.
Flakes, Bettina M.

Teacher and parent perceptions of parental involvement at W. S. Hornsby Elementary School. - 143 p.

Adviser: Carolyn Rogers.

Thesis (Ph.D.)--Capella University, 2007.

The purpose of this research was to examine teachers' and parents' perception of parental involvement. Research was conducted in W.S. Hornsby Elementary School in the Richmond County School District of Augusta, Georgia. Teachers' and parents' perceptions were compiled by means of a questionnaire based on Epstein's Framework of the Six Dimensions of Parental Involvement (a) parenting, (b) communication, (c) volunteering, (d) learning at home, (e) decision-making, (f) and collaborating with the community. The study analyzed the differences between the perceptions of teachers and parents regarding parental involvement in the school using the following research questions: (a) What is the degree of parental involvement as perceived by the teachers, (b) what is the degree of parental involvement as perceived by the parents, (c) how do the perceptions of the teachers differ from those of the parents on Epstein's six dimensions of parental involvement in the elementary school, (d) is there a relationship between the demographic characteristics of the parents and their perception of parental involvement, and (e) what are possible ways to increase parental involvement in an inner-city elementary school? A quantitative research approach was used in this study. Analysis of data was presented through descriptive statistics. Subjects were 25 elementary school teachers and 195 parents. The following conclusions were drawn: (a) Teachers' perception of parental involvement was at least somewhat important in all six dimensions. Teachers perceived the learning at home dimension to be most important, (b) parents' perception of parental involvement was diverse, although most parents rated each dimension as at least somewhat important. Parents perceived the parenting dimension to be most important and decision-making to be least important, (c) the perceptions of teachers differed greatly from those of the parents on Epstein's dimensions of parental involvement in relation to decision-making and collaborating with the community, (d) demographic characteristics evidenced no significant relationship with the six dimensions of parental involvement, (e) the parental involvement component of the No Child Left Behind Act needs to focus on increasing parental involvement in the areas of decision-making and collaborating with the community.

ISBN: 9780549221135Subjects--Topical Terms:

516171
Education, Elementary.

Teacher and parent perceptions of parental involvement at W. S. Hornsby Elementary School.
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