The Actions of Headmasters and Headmistresses in Fostering Parent & Family Involvement in Low-Income Schools in Tamil Nadu, India

Autor/in	Shekar, Anupama
Titel	The Actions of Headmasters and Headmistresses in Fostering Parent & Family Involvement in Low-Income Schools in Tamil Nadu, India
Quelle	(2013), (337 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Wisconsin, Madison
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3032-6689-8
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Principals; Parent Participation; Family Involvement; Family School Relationship; Parent School Relationship; Disadvantaged Schools; Qualitative Research; Public Schools; School Administration; India + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Principal; Schulleiter; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Qualitative Forschung; Public school; Öffentliche Schule; Indien
Abstract	Decades of research has examined the contribution of parent involvement to children's educational outcomes. Research has also attempted to identify meaningful involvement practices, taking place at home or in school and, as a result, measuring its effects on school, school staff and parents themselves. Despite the extensive research base, very little has focused on the role of the school principal in fostering parent and family involvement practices in the U.S. and India. In this context, a qualitative cross-case design approach was used to identify the parent and family involvement practices initiated and supported by the school heads. The research questions that guided this study were: 1) How do government (public) school headmasters or headmistresses in the state of Tamil Nadu, India foster parent and family involvement? 2) How do they initiate and support parent and family involvement practices in the school? and 3) What are the similarities and differences across schools? The major findings of the study are as follows. The school heads fostered parent involvement at their schools by initiating and supporting a practice of their own. Using various actions, they shaped these practices to achieve certain goals around fostering parent involvement at the schools like promoting their visibility as a leader, building personal relationships, promoting student achievement, bolstering the importance of parent participation, reinforcing parent connections to teachers and also creating opportunities for networking. The leaders also created structures, provided support and identified resources for the common parent involvement practices. They took actions to support goals like empowering parents, raising the importance of parent involvement among teachers, improving student achievement and school developments and ultimately building a strong school family relationship. The practices of the four school heads' over time created a continuum of overlapping actions that helped foster parent involvement. All the leaders exhibited strong beliefs in parent involvement; initiated unique practices to find new meanings around parent relations; used the practices initiated to strengthen other practices existing at the school; promoted existing practices through specific structures and support and also encouraged other leaders and teachers to create new practices. [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