A Case Study of Three Mothers' Experiences in the Alberta Initiative for School Improvement: Having a Voice versus Getting a Hearing

Autor/in	Stelmach, Bonnie L.
Titel	A Case Study of Three Mothers' Experiences in the Alberta Initiative for School Improvement: Having a Voice versus Getting a Hearing
Quelle	In: International Journal of Leadership in Education, 8 (2005) 2, S.167-185 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
Schlagwörter	Mothers; Educational Improvement; Parent Participation; Parent School Relationship; Foreign Countries; Data Interpretation; Educational Change; Case Studies; Parent Role; Phenomenology; Interviews; School Community Relationship; Models; Canada + Suchen Sie Ihr Suchwort? Mother; Mutter; Teaching improvement; Unterrichtsentwicklung; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ausland; Data evaluation; Datenauswertung; Bildungsreform; Case study; Fallstudie; Case Study; Parental role; Elternrolle; Phenomenological psychology; Phänomenologie; Psychologie; Interviewing; Interviewtechnik; Analogiemodell; Kanada
Abstract	Parents are increasingly drawn into school improvement as a key strategy to enhancing student achievement, but parents' understanding of their role is not well documented. This case study illuminates three Alberta (Canada) mothers' perspectives on the meaning of school improvement and their experiences within the provincially funded Alberta Initiative for School Improvement (AISI) project. Conducted within a phenomenological framework, data were collected through semi-structured interviews with three mothers who participated in the AISI project at their children's schools. Each school implemented the school-home-community model championed by Joyce Epstein. Data interpretation suggests dissonance between parents' definition of and experiences with school improvement compared to the views promoted through AISI documents and by educators. Subsequent issues around the adoption or adaptation of parent involvement models are also raised. (Contains 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10