The Effect of Daily Progress Reports on Parental Academic Support: Paper versus Electronic Communication

Autor/in	Schneider, Jonathan D.
Titel	The Effect of Daily Progress Reports on Parental Academic Support: Paper versus Electronic Communication
Quelle	(2016), (176 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3398-1570-1
Schlagwörter	Hochschulschrift; Dissertation; Educational Research; Family School Relationship; Middle School Students; Parent Child Relationship; Computer Mediated Communication; Report Cards; Comparative Analysis; Scores; Quasiexperimental Design; Pretests Posttests; Peer Relationship; Academic Achievement; Student Behavior; Health; Parent Surveys; Parent Attitudes; Statistical Analysis; Preferences; Parent Teacher Cooperation; Control Groups; Middle School Teachers; Letters (Correspondence); Child Rearing; Parenting Styles; Questionnaires; Connecticut; Parental Authority Questionnaire + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bildungsforschung; Pädagogische Forschung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Computerkonferenz; Berichtszeugnis; Peer-Beziehungen; Schulleistung; Student behaviour; Schülerverhalten; Gesundheit; Elternverhalten; Statistische Analyse; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Brief; Kindererziehung; Fragebogen
Abstract	In this age of data based decision making and accountability, parent involvement and data collection are paramount. This study represents a significant contribution to educational research by extending the understanding of home-school communication media with specific regard to daily progress reports. The purpose of this study was to compare communication scores of parents of students using paper daily progress reports with communication scores of parents of student using electronic daily progress reports. This quasi-experimental posttest-only control group design research study compared survey results of parents (N = 45) of middle school students currently using a DPR as part of an intervention in a middle school located in central Connecticut. The survey instrument was the Parental Academic Support Scale (PASS) containing five subscales: Academic Performance, Classroom Behavior, Preparation, Hostile Peer Interactions, and Health. Independent t tests were conducted to discover whether the mean communication scores between groups of parents were significantly different. A chi-square (?[superscript 2]) analysis was conducted to evaluate difference in media preference between groups. Significant differences in communication practices and preferences were found. Parents of children using electronic daily progress reports practiced more regular communication with teachers. Likewise, parent media preferences were significantly different between groups. Recommendations for further research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01