Parental and Family Engagement
Scroll below to select research from the following scholars
Dr. Tony Brooks
Title: Administrator for Hazelwood School District.
Research Topic: Measuring Parent Involvement in Relation to Student Achievement
Institution: Lindenwood University
Committee Chair: Dr. Cindy Bice
Abstract: The purpose of this study was to examine the role of parent involvement in relation to the influence on student achievement within a school community. In addition, this study worked towards gaining an understanding of the parent's role in the school community. Researching educational data may suggest that more parent involvement will have a greater impact on student achievement, rather than little to no parent involvement, relating to student achievement.
Two sets of data were analyzed. One set came from information gathered in a parent questionnaire which was calculated to produce a parent rating score. The second set of data was derived from the Illinois Standards Achievement Test (ISAT) scores focusing on reading and math in grades three and five.
In addition, the school's principal completed the needs assessment in order to identify ways in which parents are given opportunities to be involved. The needs assessment (a) analyzed the principal's opinions and ideas on the role of the parent in the school community, (b) ranked the importance of parent involvement in certain areas, (c) addressed the purpose of parent involvement in the school, and (d) assessed other areas of parent involvement in the Centerville Elementary School community in Cahokia, Illinois. The school is a part of the Cahokia Unit School District #187. The school was in transition. The staff was putting forth a serious effort in working towards making parents an integral part of the decision-making process at Centerville Elementary School.
The findings indicated that most parents agreed that involvement in their children's education made a difference in their academic performances. A small percentage disagreed. They felt that their level of parent involvement did not make a difference. The results reflect a need to engage parents in dialogue to build a positive relationship concerning parent involvement and connecting to student achievement, leaving no parent behind. Study results could be used as a tool to assist in identifying if parent involvement is a significant factor in student achievement in schools.
Title: Administrator for Hazelwood School District.
Research Topic: Measuring Parent Involvement in Relation to Student Achievement
Institution: Lindenwood University
Committee Chair: Dr. Cindy Bice
Abstract: The purpose of this study was to examine the role of parent involvement in relation to the influence on student achievement within a school community. In addition, this study worked towards gaining an understanding of the parent's role in the school community. Researching educational data may suggest that more parent involvement will have a greater impact on student achievement, rather than little to no parent involvement, relating to student achievement.
Two sets of data were analyzed. One set came from information gathered in a parent questionnaire which was calculated to produce a parent rating score. The second set of data was derived from the Illinois Standards Achievement Test (ISAT) scores focusing on reading and math in grades three and five.
In addition, the school's principal completed the needs assessment in order to identify ways in which parents are given opportunities to be involved. The needs assessment (a) analyzed the principal's opinions and ideas on the role of the parent in the school community, (b) ranked the importance of parent involvement in certain areas, (c) addressed the purpose of parent involvement in the school, and (d) assessed other areas of parent involvement in the Centerville Elementary School community in Cahokia, Illinois. The school is a part of the Cahokia Unit School District #187. The school was in transition. The staff was putting forth a serious effort in working towards making parents an integral part of the decision-making process at Centerville Elementary School.
The findings indicated that most parents agreed that involvement in their children's education made a difference in their academic performances. A small percentage disagreed. They felt that their level of parent involvement did not make a difference. The results reflect a need to engage parents in dialogue to build a positive relationship concerning parent involvement and connecting to student achievement, leaving no parent behind. Study results could be used as a tool to assist in identifying if parent involvement is a significant factor in student achievement in schools.
| brooks.pdf |
@nerica1920
Dr. Nicole Antoine
Title: Professor of Education, Houston Community College - SW
Research Topic: Teachers and Parents' Perceptions of Barriers to Parental Involvement in an Alternative High School
Committee Chairperson: Colleen Halliday-Boykins
Institution: Walden University
Abstract: Parental involvement is associated with students’ educational achievement. The purpose of this phenomenological study was to investigate a lack of parental involvement and, particularly, teachers and parents’ perceptions of barriers to parental involvement in an alternative high school. The research questions involved understanding teachers’ perceptions of barriers to parental involvement in schools, parents’ perceptions of barriers to their involvement in schools, how teachers view parental involvement in schools as it relates to student behavior, and how parents view their involvement in schools as it relates to student behavior. Bronfenbrenner’s ecological system theory was used as the conceptual framework for the study. Criterion sampling was used to select 5 teachers and 5 parents who were interviewed regarding their perceptions of barriers to parental involvement in an alternative school and how those barriers affected students’ behavior. Data were collected using open-ended interviews that were transcribed, sorted, coded, and analyzed using the NVivo 9 software, which revealed 12 themes. Results indicated that participants’ perceptions of barriers to their involvement affected not only student behavior but also teacher-parent communication, home-school connections, and school-community outreach initiatives. Implications for positive social change include recognition of some of the issues parents have that can inform the development of new strategies to involve parents. Such recognition could lead to increased parental involvement practices in alternative schools, such as weekly parent-teacher conferences, parental involvement contracts, and school-community outreach programs that foster and address the issues that hinder active parental involvement.
Title: Professor of Education, Houston Community College - SW
Research Topic: Teachers and Parents' Perceptions of Barriers to Parental Involvement in an Alternative High School
Committee Chairperson: Colleen Halliday-Boykins
Institution: Walden University
Abstract: Parental involvement is associated with students’ educational achievement. The purpose of this phenomenological study was to investigate a lack of parental involvement and, particularly, teachers and parents’ perceptions of barriers to parental involvement in an alternative high school. The research questions involved understanding teachers’ perceptions of barriers to parental involvement in schools, parents’ perceptions of barriers to their involvement in schools, how teachers view parental involvement in schools as it relates to student behavior, and how parents view their involvement in schools as it relates to student behavior. Bronfenbrenner’s ecological system theory was used as the conceptual framework for the study. Criterion sampling was used to select 5 teachers and 5 parents who were interviewed regarding their perceptions of barriers to parental involvement in an alternative school and how those barriers affected students’ behavior. Data were collected using open-ended interviews that were transcribed, sorted, coded, and analyzed using the NVivo 9 software, which revealed 12 themes. Results indicated that participants’ perceptions of barriers to their involvement affected not only student behavior but also teacher-parent communication, home-school connections, and school-community outreach initiatives. Implications for positive social change include recognition of some of the issues parents have that can inform the development of new strategies to involve parents. Such recognition could lead to increased parental involvement practices in alternative schools, such as weekly parent-teacher conferences, parental involvement contracts, and school-community outreach programs that foster and address the issues that hinder active parental involvement.
| nicoles_dissertation.pdf |
Dr. Jessica T. Boro
Title: Founder and Education Consultant Lighthouse Curriculum Consulting
Research Topic: Site administrators' perceptions of barriers and enablers to parent involvement in urban Title I charter schools
Institution: Pepperdine University
Committee Chair: Dr. Robert R. Barner
Abstract: The purpose of this qualitative study was to explore site administrators perspectives of barriers and enablers to parent involvement in urban Title I charter middle schools, specifically related to communication, volunteering, and decision making. The study design allowed for in depth analysis of participants interview responses. A total of ten charter school site administrators participated in the semi-structured interviews that informed this study. The semi-structured interviews consisted of six interview questions and nine probing questions. The participant interview responses to the interview protocol were coded to highlight key words and statements to extract themes that informed the study findings.The findings of this study support the following six conclusions. Site administrators view middle school as an important developmental phase for involving parents. Study results also found that site administrators perceive language as a barrier in parent involvement. Further, responses from participants resulted in the need for site administrators to create meaningful structures for parent volunteering and shared decision making. In addition to these findings, it also surfaced that meaningful parent relationships increase parent involvement outcomes. Furthermore, results of this study found that parent education is a tool for empowerment. Lastly, study results established that technology based communication supports parent involvement.
Based on the findings of this study, it is suggested that the following four policy and practice recommendations are implemented. It is recommended that local districts incentivize foreign language training to support communication between site administrators and parents. It is also recommended that site administrators create meaningful opportunities for parent volunteering. Further, based on the responses from study participants, site administrators must develop additional structures for parent decision making. Finally, as a result of the findings of this research study, it is recommended that site administrators utilize technology to maintain two-way communication with parents and families.
Title: Founder and Education Consultant Lighthouse Curriculum Consulting
Research Topic: Site administrators' perceptions of barriers and enablers to parent involvement in urban Title I charter schools
Institution: Pepperdine University
Committee Chair: Dr. Robert R. Barner
Abstract: The purpose of this qualitative study was to explore site administrators perspectives of barriers and enablers to parent involvement in urban Title I charter middle schools, specifically related to communication, volunteering, and decision making. The study design allowed for in depth analysis of participants interview responses. A total of ten charter school site administrators participated in the semi-structured interviews that informed this study. The semi-structured interviews consisted of six interview questions and nine probing questions. The participant interview responses to the interview protocol were coded to highlight key words and statements to extract themes that informed the study findings.The findings of this study support the following six conclusions. Site administrators view middle school as an important developmental phase for involving parents. Study results also found that site administrators perceive language as a barrier in parent involvement. Further, responses from participants resulted in the need for site administrators to create meaningful structures for parent volunteering and shared decision making. In addition to these findings, it also surfaced that meaningful parent relationships increase parent involvement outcomes. Furthermore, results of this study found that parent education is a tool for empowerment. Lastly, study results established that technology based communication supports parent involvement.
Based on the findings of this study, it is suggested that the following four policy and practice recommendations are implemented. It is recommended that local districts incentivize foreign language training to support communication between site administrators and parents. It is also recommended that site administrators create meaningful opportunities for parent volunteering. Further, based on the responses from study participants, site administrators must develop additional structures for parent decision making. Finally, as a result of the findings of this research study, it is recommended that site administrators utilize technology to maintain two-way communication with parents and families.
| dr_boro.pdf |