A Comparison of Parental Involvement in a High Performing Elementary School and a Low Performing Elementary School in Rural Georgia

Autor/in	Collins, Angelica Rivers
Titel	A Comparison of Parental Involvement in a High Performing Elementary School and a Low Performing Elementary School in Rural Georgia
Quelle	(2009), (172 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, South Carolina State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2674-5359-4
Schlagwörter	Hochschulschrift; Dissertation; Rural Schools; Parent Participation; Elementary Schools; High Achievement; Low Achievement; Comparative Analysis; Surveys; Questionnaires; Grade 3; Reading Achievement; Scores; Elementary School Teachers; Elementary School Students; Statistical Analysis; Criterion Referenced Tests; Georgia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elternmitwirkung; Elementary school; Grundschule; Volksschule; Unterdurchschnittliche Leistung; Survey; Umfrage; Befragung; Fragebogen; School year 03; 3. Schuljahr; Schuljahr 03; Leseleistung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Statistische Analyse
Abstract	The purpose of this study was to determine if there was a significant difference in parental involvement in a high performing elementary school and a low performing elementary school based on Epstein's Six Types of Involvement. The extent of parental involvement was identified by using The School and Family Partnership Survey Questionnaire for teachers developed by Epstein and Salinas (1993). Third grade reading scores from the Criterion Referenced Competency Test (CRCT) measured student achievement (Georgia Department of Education, 2008). Questionnaire data were collected from 88 elementary school teachers selected from the same school district located in East-Central Georgia. Elementary School A had 401 students (Grades preschool through Grade 5) and 32 teachers. Elementary School B had 844 students (Grades 3-5) and 56 teachers. Data gathered were computer processed using Statistical Package for the Social Sciences (SPSS), Version 11. The methods used to analyze the data and answer the research questions were frequency distribution, descriptive statistics and t-test. The findings indicated that there was a significant difference in parental involvement between a high performing elementary school and a low performing elementary school based on Epstein's Type 1, Parenting (p = 0.013); Type 2, Communicating (p = 0.001); and Type 6, Collaborating (p = 0.040). [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	2017/4/10