An Urban School District's Parent Involvement: A Study of Teachers' and Administrators' Beliefs and Practices

Autor/inn/en	Barnyak, Natalie Conrad; McNelly, Tracy A.
Titel	An Urban School District's Parent Involvement: A Study of Teachers' and Administrators' Beliefs and Practices
Quelle	In: School Community Journal, 19 (2009) 1, S.33-58 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Urban Schools; Self Efficacy; National Standards; Parent Participation; School Districts; Parent School Relationship; Epistemology; Academic Achievement; Teacher Attitudes; Administrator Attitudes; Statistical Analysis; Surveys; Educational Practices; Pennsylvania + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Self-efficacy; Selbstwirksamkeit; Elternmitwirkung; School district; Schulbezirk; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Erkenntnistheorie; Schulleistung; Lehrerverhalten; Statistische Analyse; Survey; Umfrage; Befragung; Bildungspraxis
Abstract	This quantitative study examines the practices and beliefs of administrators and teachers regarding parent involvement in an urban school district following the first year of the implementation of an action plan based on six national standards for parent involvement (National PTA, 1997). The theoretical framework is based upon Bandura's social cognitive theory of self-efficacy. Administrators and teachers from an urban school district were surveyed. The instrument used for this study was adapted from "The Parent Involvement Inventory" published by the Illinois State Board of Education (1994). A two-tailed t-test was conducted and findings indicate some statistically significant differences between many beliefs and practices. The results of this study show a mismatch between teachers' and administrators' beliefs and practices about parent involvement. Although teachers and administrators have strong beliefs about parent involvement and its importance in strengthening student achievement, what they practice in their schools and classrooms is not congruent with these beliefs. (Contains 2 tables.) (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; Web site: http://www.adi.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10