Cultivating Parental Involvement in Middle Schools: A Case Study

Autor/in	Griffiths-Prince, Marcia
Titel	Cultivating Parental Involvement in Middle Schools: A Case Study
Quelle	(2009), (171 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Parent Participation; Parent Role; Parent School Relationship; Student Attitudes; Middle Schools; Case Studies; Socioeconomic Influences; Parent Attitudes; Academic Achievement; Teacher Attitudes; Socioeconomic Status; Administrator Attitudes; Federal Legislation; Educational Legislation; Participative Decision Making; Professional Development; Volunteers; At Risk Students; Interviews; Principals + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parental role; Elternrolle; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Schülerverhalten; Middle school; Mittelschule; Mittelstufenschule; Case study; Fallstudie; Case Study; Sozioökonomischer Faktor; Elternverhalten; Schulleistung; Lehrerverhalten; Socio-economic status; Sozioökonomischer Status; Bundesrecht; Bildungsrecht; Schulgesetz; Freiwilliger; Interviewing; Interviewtechnik; Principal; Schulleiter
Abstract	Much evidence has suggested that parents and educators often have very different perceptions about the reasons for low student performance, the appropriate role for parents in the school, and the role of the principal (Abrams and Gibbs, 2000). Conflicting opinions about the parent role in the school often creates misunderstanding and frustration. With the goal of increased student achievement in mind, the context of Joyce Epstein's (1995) six Typologies of Parental Involvement is the theoretical framework on which the inquiry is based. The investigation of the perceptions of parents and educators occurred at multiple middle school sites. Middle school was the focus of this inquiry because, not only are middle school students in transition physically, the emotional transition can be felt also on the parent or guardian, and can influence parental involvement and engagement. The qualitative case study inquiry examined (1) socio-economic conditions and parental activities (2) Parental thoughts and student achievements (3) teachers' perceptions of socio-economic factors of parent (4) school administrators' perceptions of socio-economic factors of the parent. Findings indicate various discrepancies in perceptions. The following appendixes are included: (1) Parental Involvement Survey for Principals; (2) Parental Involvement Survey for Parents; (3) Parental Involvement Survey for Teachers; (4) Interview Protocol for Parent and Teacher Respondent; and (5) Principal Interview Questions Guide. (Contains 5 tables and 1 figure.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10