Dissertations / Theses: 'Parent involvement in schools'

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Mack, Gisele L. "The Faceless and Voiceless Parents: How They Help Their Children Succeed in School." Cincinnati, Ohio : University of Cincinnati, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1100139154.

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McClure, Kelly Angela. "Parent involvement in a charter school: the persistence of traditional beliefs about parent participation." Thesis, Boston University, 2003. https://hdl.handle.net/2144/32802.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Previous research conducted in regular public and private schools has shown that parent involvement in a child's schooling is positively related to student outcomes (Henderson and Mapp, 2002). Though the creation of charter schools has purportedly expanded the possibilities for families to participate in their children's schooling, little is known about actual practices of parent involvement in charter schools. This case study explores the nature of parent involvement in a sixth- through twelfth- grade, urban charter school in order to verify and extend findings from research conducted in other school settings. The data come from surveys of and group interviews with faculty members, families, and students; observations of parent involvement events; and individual interviews with the school's founders. Two prevalent themes emerged from this study. The first reveals a sharp contrast between the founders' philosophical orientations with respect to home-school relationships and those of the families, students, and faculty members. The founders believe that the school and home are, and should be, distinct and separate institutions of support for student achievement and adolescent development. The second theme uncovered in this study concerns the faculty's citations of "cultural difference" as a key justification for why involvement at the school has proven challenging. The study shows that these perspectives shape the school's practices of partnership with families and that the philosophical and ideological positions taken by school personnel are best understood against a broader socio-historical context. The problems with parent involvement exhibited in this study are viewed as both a product of the underlying philosophical assumptions about school and family partnerships held by the founders, as well as a continuation of historically grounded patterns of home and school interaction as articulated by the faculty. The case study of this charter school verifies previous research and extends our understandings of home-school partnership into the new context ofthe charter school.
2031-01-01

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Trame, Kearsten Lorren. "Best Practices for Parental Involvement in Suburban Schools." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1594951928239029.

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Vinton, Robert Deleon. "Migrant parent involvement: community, schools, & home." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/576.

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Boyd, John K. "Perceptions of Middle-School Parents Regarding Factors That Influence Parent Involvement: A Study of Four Middle Schools in Northeast Tennessee." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1075.

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The cultivation of parent involvement in America's public schools is no longer an option. Under the provisions of the Elementary and Secondary Education Act: No Child Left Behind (Elementary and Secondary Education Act, 2001), it is now a mandate. Moreover, in the current climate of emphasis upon student performance and school accountability, schools need not just the support of parents, but also their full involvement in meaningful partnerships. The purpose of this qualitative study was to develop a better understanding of the factors that significantly affect the level of parent involvement during the middle-school years. This was accomplished through the use of open-ended interviews with 24 participants in Northeast Tennessee comprised of 4 elementary and 4 middle-school principals along with 16 middle-school parents who were identified by their child's principal as having been highly involved when their child was in elementary school. The findings from this study suggested that the parent and principal perceptions regarding the factors that influence the decline in parent involvement during the middle-school years are often quite different. In general, perceptions of parents and principals that were held in common were those associated with the role of the parent, the positive effects of parent involvement upon student success, and the role of the principal in modeling the encouragement of parent involvement. The finding suggested, however, that there was significant disparity between parent and principal perceptions with regard to how well middle schools encourage parent involvement. Major recommendations included middle schools communicating with feeder elementary schools to identify highly involved parents of rising middle-school students, a system of personally contacting such parents as a means to encourage their continued involvement, and the establishment of a dialogue among parents and educators with regard to developing an action plan based upon best practices.

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Nelson, Monica Leigh. "Parents' Perceptions About Parent Involvement in an Elementary School." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7413.

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Parent involvement is as an important contributor to students' academic and social success in school. However, parent involvement at a suburban public K-4 school has lagged, specifically in activities that have been shown to have a positive influence on student achievement. The purpose of this study was to examine parents' perceptions about their involvement in school activities as a means of identifying strategies to increase their engagement. A conceptual framework based on Hoover-Dempsey and Sandler's motivational constructs for involvement guided this study. The research questions focused on parents' perceptions of their participation, reasons for and against engaging in school activities, and what the school could do to support their involvement. A purposeful sampling method was used to select participants from among 3rd and 4th grade parents. A basic qualitative design was used to capture the insights of 9 parent participants through individual interviews. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking, an audit trail, reflexivity, and rich descriptions. The findings revealed that parents perceived teachers and administrators should welcome their involvement, create events that recognize parent challenges, and engage parent support. A professional development project was created to provide teachers with strategies to develop effective parent-teacher teams. This study has implications for positive social change by providing a structure to increase parent involvement in constructive and purposeful partnerships with teachers and the school. This in turn could positively influence students' academic journey and achievement.

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Windsor, Nancy Lynn. "Analysis of parent-teacher communication preferences in rural elementary schools and parent involvement /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946311.

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Boone, Barbara Jane White. "Family-school connections : a study of parent involvement in Ohio's partnership schools /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486402957196079.

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CARR, VICTORIA WILSON. "PERCEPTIONS OF PARENT INVOLVEMENT IN SCHOOLS FROM FAMILIES OF CHILDREN WITH AND WITHOUT SPECIAL NEEDS." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin981666787.

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Githembe, Purity Kanini. "African Refugee Parents' Involvement in Their Children's Schools: Barriers and Recommendations for Improvement." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12128/.

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The purpose of this study was to examine involvement of African refugee parents in the education of their elementary school children. The setting of the study was Northern and Southern Texas. African refugee parents and their children's teachers completed written surveys and also participated in interviews. In the study's mixed-method design, quantitative measures provided data about parent involvement at home, parent involvement at school, frequency of parent-teacher contact, quality of parent-teacher relationship, parent endorsement of children's schools, and barriers to parent involvement. Qualitative data from the open-ended questions provided data on barriers and strategies to improve involvement. Sixty-one African refugee parents responded to the survey and also participated in an in-depth face-to-face or telephone interview. Twenty teacher participants responded to an online survey. Quantitative data gathered from the parent and teacher surveys were analyzed using frequency distributions and analyses of variance. Qualitative data were analyzed by summarizing and sorting information into different categories using Weft QDA, an open-source qualitative analysis software. From these data, I identified barriers to African refugee parent involvement in their children's schools, as well as challenges that teachers face as they try to involve African refugee parents. Results of analyses of variance revealed statistically significant differences in parent involvement between African refugee parents with limited English proficiency and those with high English proficiency. A key finding of the research was that, whereas the overall level of parent involvement for African refugee parents was low, a major barrier to involvement was language. Teachers and parents cited enrolment in English as a second language programs as the best strategy to enhance parent involvement of African refugees. Additionally, parents who reported higher education levels were more involved in their children's education both at home and at school. All groups of African refugee parents reported high endorsement of their children's school. Strategies suggested to improve involvement include the use of interpreters and parent education on importance of involvement.

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Gibson, Shirley K. "What Parents Expect of Urban Alternative Schools and How These Schools Address Parents' Expectations to Make Needed Changes." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1273841020.

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Hebrard, Myles J. "The Perceptions of Father Involvement in Elementary Schools." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3291.

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The purpose of this phenomenological study was to understand the perceptions of father involvement in elementary schools. The focus of the study was to allow the researcher to develop a greater understanding of perceptions of father involvement, from both a father and teacher perspective. Data was collected from teachers and fathers through surveys and interviews. Specific content areas of the father survey included communication, activities fathers engaged in, training opportunities provided at the school, parent conferences, when events were offered, availability, and suggestions for school staff. Specific content areas of the teacher survey included communication, activities fathers engaged in, training opportunities provided at the school, use of data, parent conferences, when events were offered, invitations, and teacher wishes. Information gathered through the administration of the father survey was utilized for supporting data for father interviews. The fathers in this study participated in interviews, answering open-ended questions about their perceptions of their level of involvement in the education of their child and the challenges they face that hinder them from being more involved. The in-depth interviews were conducted with 16 fathers of elementary aged schoolchildren. The interviews were utilized to identify themes and strategies fathers suggested teachers could use to engage fathers. Through the analysis of data, the researcher developed an understanding for the motivations, actions, and constraints fathers face when it comes to the education of their children. Findings and recommendations for practice and future research are included.

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Kodnovich, Beatriz Lima. "Transition to Kindergarten and Parent Involvement in Schools: A Phenomenological Study about Parents Perceptions and Experiences." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/64361.

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Parent involvement in school has proven its effectiveness (Jeynes, 2012). Students whose parents are involved tend to present better behavior at school and achieve higher quality of homework and schoolwork (Cancio, West and Young, 2004; Epstein 2001). In the case of children transitioning to kindergarten, parent involvement can help them overcome adjustment difficulties and receive the support they need to succeed (Patel and Corter, 2013). In order to increase parent involvement among parents of children transitioning to kindergarten, school counselors, teachers and other school personnel can benefit from understanding how parents perceive parent involvement and what experiences they are having as their children transition to kindergarten. The purpose of this study was to describe, using a qualitative approach, how parents of children transitioning to kindergarten perceive parent involvement and how they have been experiencing parent involvement during this transition. This study included the participation of ten parents whose children were enrolled in kindergarten in a public school in Southern California. Semi-structured interviews were conducted and analyzed through the process of coding. Findings showed that there are different ways of parent involvement and that such involvement is the result of a teamwork that happens through interactions between the parent, the child, and the school. Moreover, discussions of the findings also revealed that schools that offer services and support to parents during the kindergarten transition help them become more involved parents. Lastly, it was brought to knowledge that parents of children transitioning to kindergarten do not always know about the existence or the role of the school counselor, who could be serving as an important support to these parents and their children. Important implications are offered for school counselors, counselor educators, and kindergarten teachers, as well as recommendations for future research.
Ph. D.

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Smith, Andre. "Managing the diversity of parental involvement in primary schools / Andre Smith." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8246.

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The word diversity can be described as being different or having differences. Furthermore, it also relates to variety or assortment. Diversity forms an integral part of society worldwide. It consists of many different aspects which are all evident in different ways in society. These aspects of diversity include culture, religion, race, language, socio-economic class, gender, ability, etc. Diversity also exists in education as an important part of society. Parental involvement is viewed by many people as an important part of the education process. It has many positives which include improved academic performance of the child, understanding of the schools circumstances, having a more positive attitude towards the school, improved community involvement and a positive school climate. Parental involvement enhances the complete learning experience of the child and focuses on the total development of the child. It includes the making of a commitment and the forming of a partnership between parent and school which is also fundamentally prescribed by legislation. When this partnership is engaged in properly there is a definite positive outcome for both the child and the school. Fundamentally, the purpose of parental involvement lies in the opportunities that it offers all the stakeholders involved to contribute towards the upbringing and development of the children. Managing the involvement of parents should be well planned and directed. School managers need to take into account the issue of diversity in relation to parental involvement. Schools have to make use of creative strategies and approaches as they deal with differences among people which need to be respected in such a way that everyone can be integrated into the school system. Diversity amongst people has an influence on parental involvement and need to be managed to good effect. Ultimately, positive parents will educate positive children who are what we strived for. What is interesting from the results of the study is that the respondents that participated in the research are of the opinion that racial differences as an aspect of diversity doesn‟t have a significant influence on parental involvement. Diversity aspects that are viewed as having a
Thesis (MEd (Education Management))--North-West University, Potchefstroom Campus, 2012

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Chan, Tat-sang, and 陳達生. "Teachers' practices of parent involvement in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957729.

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Chan, Tat-sang. "Teachers' practices of parent involvement in Hong Kong secondary schools." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14042770.

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Garcia, Dagoberto. "English Language Learners parental involvement in schools." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/92.

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This dissertation examines the methods and techniques used by school administrators to bring in and keep parents of English Language Learners coming back to be part of the school. Administrators at twelve schools in the Southeastern central San Joaquin Valley in California were interviewed to determine what practices they utilized to make ELL parents part of the education experience. A series of questions were asked of each participant and their answers grouped into four categories to determine the common methods and techniques used by the sample. Once similar traits were established a comparison between the literature review and the findings was conducted to assert validity with established practices. This study found that the effective administrators used some aspects of the model Comer and other effective strategies they found to be effective in educating the ELL population. This study found that administrators in schools with large percentages of English Language Learners used techniques suggested in the literature review. Furthermore, the study recommends other areas that will be useful to increase parent participation in all schools.

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Ramuntshi, Ndibuwo. "The involvement of parents in school governance in public secondary schools in Sibasa Circuit." Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/1031.

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Thesis (MPA) --University of Limpopo, 2013
The study investigated the involvement of parents in school governance in Sibasa Circuit. Among others the study found that parents experience various challenges with their role in this regard. School Governing Bodies struggle to maintain a full complement of the parent’s component. However, there are various ways and means that can be used in order to improve the situation. The study used both qualitative and quantitative approaches in both data collection and analysis. The result from the study indicates that lack of capacity is a challenge to parents in contributing positively towards the involvement of school governance. The findings of this study have shown that there is a major concern that parents need to be given the opportunity to make inputs in the school. The study shows that the level of capacity and lack of ownership by parents is still a challenge; however the interest to change the status is still available by the parents. The recommendations suggest the following: • Parents should first be made familiar with the South African Schools Act of 84 of 1996. If parents could be educated on this Act, they would know the duties of governing bodies and what is expected from them. • The training should be conducted among all chairpersons, secretaries and treasurers in order for them to be taught how to conduct their duties; Effective consultation should be introduced in schools in order to encourage parents to be involved in school governance. Establishment of parental association can improve the involvement of parents in school governance. Parental association must educate parent members about the importance of communication. They must know that they have to communicate with other parents who are not members of the school governing body, because their duty is to represent their interests. This will help to foster parent involvement in school. Lastly, the National Department of Education needs to review Section 27 of South African Schools Act 84 of 1996 to include remuneration of school governing body members. This section is the one that states that no remuneration must be given to people for governing body duties. Remuneration can help to motivate parents to participate fully in governing body duties.

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Molnar, Carole Ann. "Parent and teacher views on parent involvement in local school governance in two elementary, urban schools in Saskatchewan." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ30522.pdf.

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Holyk-Casey, Karen Elayne. "A Qualitative Study of Three Urban Catholic High Schools: Investigating Parent and Principal Expectations and Realizations of Parental Involvement and the Parent-School Relationship." Digital Commons at Loyola Marymount University and Loyola Law School, 2012. https://digitalcommons.lmu.edu/etd/242.

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This qualitative study investigated parents’ and principals’ expectations of their roles in the parent-school relationship and how they defined, encouraged, and realized parental involvement within an urban Catholic high school setting. Through pattern analysis and axial coding of the data collected from parents and principal interviews, documents, and observations at parent-school meetings and events, four patterns emerged: (a) the underlying child-centered mission, (b) the parents’ role in supporting the student, (c) the parent-school relationship created to support the student, and (d) the principals’ role in creating a trusting environment that promotes parental involvement. Further analysis was guided by the parental involvement frameworks of Epstein (2001) and Barton, Drake, Perez, St. Louis, and George (2004) and the Catholic school mission. The findings revealed that the child-centered goal guided the parents’ and principals’ expectations of shared responsibilities, although the parents varied in how they defined parental involvement activities. Parents expressed the importance of the school’s role in creating a caring and respectful environment that encouraged a strong parent-school relationship. The principals addressed the Catholic school mission and how they developed the school culture, climate, and environment to support that mission. This study author concluded that Catholic schools have the opportunity to create strong parent-school relationships that encourage differentiated parental involvement. In addition, she concluded that the role of all schools is to provide a relationship built on trust and the knowledge that parental involvement requires consideration of the varied types of involvement and ways in which parents choose to mediate the types of parental involvement.

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Mahoney, Margaret A. "The Relation between Parent Involvement and Student Academic Achievement: Parent, Teacher, and Child Perspectives." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285798165.

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Msani, Zamambelu Ruth. "An evaluation of parent involvement in the govemance of primary schools." Thesis, University of Zululand, 2009. http://hdl.handle.net/10530/952.

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A mini-dissertation submitted in partial fulfilment of the requirements for the Degree of Master of Education in the Department of Educational Planning and Administration at the University of Zululand, South Africa, 2009.
This study offers a critical appraisal of the role that the parent component of the School Governing Body (SGB) plays in governing primary schools. A literature review established the functions and significance of parent contributions to school governance. The study investigated strategies that can enhance parent participation. An empirical study then set out to test the extent and success of parent involvement in school governance. The study revealed that parent involvement in schools is limited and superficial. The empirical data suggested that: • Some principals are reluctant to allow parents their legitimate right to participate actively in the governance of schools, governors in some schools merely exist to 'rubber-stamp' decisions already made by principals. • Many parents do not have the necessary knowledge about school governance in general, and lack the necessary expertise required to enable them to participate effectively in decision¬making on school issues. The study was concluded by way of recommendations which point to the means to improve efficiency in governance and to promote significant parent participation in school governance.

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Hendricks, Charlotte Augusta. "Enhancing parental involvement in primary schools in disadvantaged communities." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020169.

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The main research question guiding this study is: “What strategies can be established to enhance parental involvement in primary schools in disadvantaged communities in the Northern Areas of Port Elizabeth”? To answer this question, this study examines parents’ and teachers’ practices concerning parental involvement in the Northern Areas of Nelson Mandela Metropolitan. Parents and teachers were purposely selected from participating schools. In this qualitative study, the researcher proposed strategies to enhance parental involvement at primary schools. Qualitative research methods, associated with phenomenological inquiry were employed to explore the life-world of the participants who have had personal experience with the phenomenon of parental involvement. Data was collected through semi-structured interviews with parents and teachers. This allowed the researcher to gather in-depth information about opinions, beliefs, practices and attitudes concerning the involvement of parents in their children’s education. Bronfenbrenner’s ecosystemic theory served as the theorectical framework of this investigation. Since this study is about parental involvement in primary schools educational policies like inclusive education as well as different models of parental involvement were investigated in the literature study. The results of the study indicated several barriers to the enhancement of parental involvement for instance communication barriers between parents and teachers. The researcher established four strategies for the enhancement of parental involvement and recommended that these strategies should be employed by schools and other stakeholders. She also made further recommendations for parents, teachers, school principals, Department of Basic Education and professionals in the community.

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Hubbard, Kemba N. "Barriers to Family Involvement in Schools: Exploring the Voice of the Urban, High Poverty Family." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1469453003.

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Pope, Matthew B. "An Exploratory Study of Parent Involvement in Church Schools in Tonga." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8670.

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The majority of research about parent involvement and family engagement indicates a positive relationship between parent involvement and student achievement. However, parent involvement as a useful strategy in education in developing countries is not well known, let alone researched. Until the current study no research has been published specifically about the types and frequency of family engagement in Tonga. This means there is no frame of reference for teachers, administrators and parents in Tonga to evaluate the applicability of existing family engagement research which has been predominantly conducted in developed countries, to schools in Tonga. This research is a descriptive, exploratory study to understand parent involvement in Tonga from the perspective of Tongan parents and teachers. The guiding framework was developed by Hoover-Dempsey and Sandler (1995) who identified three key constructs that influence parents' decisions for involvement -- parent motivational beliefs, invitations to be involved, and life context variables. Quantitative and qualitative methods were used to gather and analyze data that were gathered from teachers (n=88) and parents (n=503) during focus groups and surveys at four schools that are owned and operated by The Church of Jesus Christ of Latter-day Saints in Tonga. The overarching desire was to understand why parents make the choices they do about the types and frequency of their involvement. Factor analysis and reliability tests supported the use of the selected survey instruments in this study. Some findings were similar to those found in research in developed countries including the way Tongan parents and teachers defined what parent involvement is. Further research could identify parent involvement behaviors that are particularly relevant in Tonga which improve student achievement Although the schools involved in this study are English speaking schools, language did not appear to be a strong barrier or enabler for parent involvement. However, a strong culture of respect and duty was repeatedly mentioned as potentially inhibiting parent involvement. Invitations appear to play a significant positive role in promoting parent involvement and may help mitigate parents' reluctance to participate. Encouraging and training teachers to extend effective invitations to parents which include specific suggestions for involvement may help increase the frequency of parent involvement.

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Copeland, Michele Rzewski. "Parent involvement in elementary school libraries." Thesis, Shenandoah University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3569346.

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In the 21^st century, school libraries are under pressure to innovate. Library budgets are frequently slashed as districts struggle with limited fiscal resources, while library personnel are increasingly expected to provide students with resources they need to help them pass high stakes tests. In an effort to meet student needs with limited resources, many school librarians are using parent volunteers in different capacities. This dissertation explores how three school librarians in different school settings recruited, trained, and used their parent volunteers through the use of an exploratory case study. The researcher conducted observations and semi structured interviews to gain the perspectives of volunteers and librarians regarding the use of volunteers in school libraries. The collection of schedules, photographs, newsletters, and other artifacts enabled the researcher to create a description of three different library volunteer programs. This dissertation explores the motivations of volunteers who participate in volunteer programs, and describes the challenges of operating and maintaining library volunteer programs. Key findings emerged regarding the wishes of parent volunteers to develop authentic partnerships with school staff to engage students in meaningful student learning. Stakeholders interested in establishing or modifying their own volunteer programs could use this data to inform them as they structure school library volunteer programs.

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Nojaja, John Mfundo. "Reasons for lack of parent involvement in secondary schools in the North West Province / John Mfundo Nojaja." Thesis, Potchefstroom University for Christian Higher Education, 2002. http://hdl.handle.net/10394/8613.

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This research suggests that positive parent involvement and partnership with schools is a prerequisite of effective schooling and that co-operation between home and school can raise educational achievement The purpose of this study was to determine by means of review of literature and empirical investigation, the nature of parent involvement in education, methods available to involve parents in the education of children, and the reasons for non-involvement of parents in education of children, The empirical study was aimed at determining the degree of parent involvement and reasons of non-involvement of parents in the education of children in the North West Province in the district of Potchefstroom, as well as the attitudes of educators towards parent involvement in the education system. Chapter 1 deals with the statement of the problem, aims of the research and the methods employed in achieving the purpose of the study, This includes a discussion of the population and sample used for the empirical research and an outline of the chapters, Chapter 2 highlights the nature and scope of parent involvement In education, fundamental and educational grounds for parent involvement were discussed; models of parent involvement were identified and discussed, advantages and disadvantages of parent involvement were mentioned, ways in which parents become involved in education of their children and reasons for non-involvement of parents in education were discussed. In Chapter 3, the focus was on the context of parent involvement in South Africa. Parent involvement in the pre-democratic era and democratic era was discussed. The empirical research design, administrative procedures, population and the random sampling as well as statistical techniques were discussed in Chapter 4. The duly completed questionnaires returned by educators and parents of the children of the selected schools as respondents were empirically analysed in Chapter 5. The last chapter, Chapter 6, throws light on the summary of all the chapters; research findings and recommendations based on the research findings derived from the previous chapters, as well as final remarks. This implies that all relevant issues raised in all chapters are summarised and recommendations are also made.
Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2003

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Smith, William A. Jr. "Parental Involvement in Schools: A Phenomenological Study of Four High Schools in a Rural East Tennessee County." Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etd/86.

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Parental involvement is a combination of commitment and active participation from parents to the school and to the student. Parental involvement defines the family’s role as educator and the crucial importance of family involvement to students’ success in schools. Some researchers and practitioners consider positive parental involvement the most prominent predictor of student success. Parents can increase children’s academic success through involvement with schools and communities. Parental involvement improves student morale, attitudes, and academic achievement across all subject areas. The purpose of this study was to examine the views of parents, students, teachers, and administrators concerning parental involvement in four high schools in a rural East Tennessee county. The study also attempted to determine if the views of these parents, students, teachers, and administrators are consistent with published reports on parent involvement. Data were collected from administrators, students, parents, and teachers through an open-ended interview format designed by the researcher. The findings from this study offer a number of recommendations regarding how high schools can develop partnership programs that involve families in ways that go beyond their participating as audience or witness to their children’s schooling to their participating as partners with the school in promoting teen’s learning. Participants desired effective home/school communications as well as a home environment that encouraged learning activities and suggested effective ways volunteers could be used at the high school level. Major recommendations include high schools forging connections with all families and providing options to increase their involvement at school as well as at home; establishing formal parent support organizations; developing partnerships that strengthen school-family relationships through authentic dialogue, collaboration, and mutual respect between families and educators; increasing opportunities for home/school communication; and creating a learning community where school personnel, students, parents, and community members view themselves as stakeholders.

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Benigno, Mary Lynne. "Parent involvement in elementary education: Identifying roles and obstacles to parent involvement at Lathrop Elementary School." Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2761.

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Purpose. Roles and obstacles to parent involvement at the site level are identified. Methods and strategies for developing parent involvement programs are investigated. Parent, teacher and administrator group perceptions are described and compared. Methodology. Descriptive and comparative surveys address role expectations, potential obstacles, and current parent involvement trends. Parent, teacher, and administrative group responses at Lathrop School are analyzed using mean ranks and median scores for each group. School records for parent involvement activities are examined. Findings. Of the 28 items addressing parent involvement role expectations, eight decision-making, two Parents as Teachers, and one Parents as Learners items show statistically significant differences in group perspectives for role expectations. Of the 31 items analyzing obstacles, group perceptions are different in four areas. Two items show a statistically significant difference among group beliefs in the area of school attitudes. Identification of current parent involvement trends indicate that parents are involved most frequently as Teachers and least frequently as Decision Makers. Recommendations. Lathrop School can use the study to develop clear role expectation guidelines. Suggestions are made for establishing role expectations for all four categories of parent involvement. Recommendations are given for addressing cultural obstacles and suggestions are made for further research and implementation of a more effective parent involvement program.

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Mofoka, Jerry George. "Parental involvement in primary schools situated in informal settlements." Thesis, Cape Technikon, 2004. http://hdl.handle.net/20.500.11838/2143.

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Thesis (MTech (Education))--Cape Technikon, 2004.
The study focuses on the level of parental involvement in the primary schools situated in informal settlements. The area of research was limited to the informal settlements of the Cape Flats in Cape Town. The identified areas were Philippi, Weltevreden valley, Khayelitsha and Crossroads. The principals, members of the governing bodies as well, as a sample of parents not serving on governing bodies were interviewed on the level of involvement. A case study of schools was undertaken on governance, communication, school involvement, home involvement as well as extra-curricular activities. The findings of the research were that parents are not innovative when it comes to school activities. They expect too much from the schools. Parents do not ask too many questions. They accept what the schools tell them. Parents generally do not help children at home with their studies. They hardly ever watch their children while participating in extra-curricular activities. The researcher made conclusions and made recommendations.

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Majola, Joyce Themba. "The role of the school management in the promotion of parental involvement in township schools in George." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/680.

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The law relating to, and having an impact on, parental involvement has increased in quantity and complexity in the last couple of decades. It is therefore overwhelming to find out that parents are still taking a back seat as far as parental involvement is concerned in schools. Parents and educators have to work together towards one common goal, to assist learners in their journey through adulthood. The focus of the research was the role of the school management team in promoting parental involvement in the education of their children; how the school’s climate can be changed and be made accessible to parents. Educators must be taught how to invite and involve parents in the school’s activities. Parents have to be empowered as effective participants in school activities. Parents and educators should work together in solving their own problems and to overcome numerous challenges in their schools. Parents and educators have to develop trust and be able to remove the obstacles, various elements and factors that prevent them from working together to develop the schools as powerful working organisations. Parents and educators have to collaborate in building their educational objectives. The research attempted to determine all the possible causes of the non-involvement of parents in the education of their children. The researcher also believed that if the problem of non-involvement of parents can be solved, the learner’s academic achievements can improve drastically. The findings and recommendations indicate that parental involvement remains a crucial point in all the efforts to enhance school effectiveness. The researcher in the study also investigated the assumption that parents from the townships do not take part in their children’s activities because they don’t care.

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Borucki, Suzanne Janette. "Parent involvement at the secondary level? It can be done!" CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1665.

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Johnson, Eloise Nobis. "Parent involvement in family literacy." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1565.

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Painter, Amy. "The Presence of Cyberbullying in Rural Middle Schools: Advanced Technology, School Initiatives, and Parent Involvement." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/70.

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This descriptive study used preexisting student and parent surveys to examine cyberbullying in two rural middle schools. This study was guided by the social dominance theory, which says that individuals establish themselves in social hierarchies, and by the social-ecological framework theory, which suggests that behavior is influenced by many related systems. This study identified the rates of occurrence of methods used for cyberbullying, types of Internet access available, parental awareness, intervention, and resolution of cyberbullying issues. A simple random sample of 162 parents and 213 students completed the survey. Compared to national results, more local students (9.9%) admitted cyberbullying in the past 30 days, and more local survey students (14.1%) reported being cyberbullied in the past 30 days. For 9 of the 18 methods of cyberbullying examined, chi-square tests revealed that the local usage rates were significantly higher than national rates. Results from the parent survey suggested that parents were aware of the use of social media and that cyberbullying was taking place. Of those surveyed, 24% reported some knowledge of cyberbullying, and 75.6% of parents were concerned that their children could be cyberbullied. Results of this survey study helped in designing a project action plan to educate, to provide professional development for teachers, and to offer parent workshops to assist with preventing cyberbullying. Efforts to accomplish a positive social change may evolve after successful implementation of anti-cyberbullying programs in the middle schools.

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Darter-Lagos, Michelle M. "School Psychologists' Perspectives on Parent Involvement Activities." [Tampa, Fla. : s.n.], 2003. http://purl.fcla.edu/fcla/etd/SFE0000087.

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Mewezino, Abraham. "Improving Schools By Improving Parental Involvement." University of Dayton / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1271983588.

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Tennyson, Paul W. "Parent involvement in the elementary school setting." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998tennysonp.pdf.

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Murphy, Sonia M. "The attitudes of Jamaican parents towards parent involvement in high school education." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002murphys.pdf.

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Marquez, Celia. "Latino Parent School Involvement: Do Parents Read and Respond to Teacher Invitations?" CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/821.

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Latinos are the second largest ethnic group after Whites in the education system, yet there is still a large gap between Whites’ and Latino’s graduation rates. Research indicates that parental involvement in children’s education plays a significant role in children’s academic success. For this reason, this study aims to understand Latino parents’ perspectives on their participation in their child’s school. More specifically, how often Latino parents receive invitations from the school and whether or not they respond to these invitations. The research design for this study is exploratory and qualitative and uses one-on-one interviews with Latino parents. The central themes the emerged from this study were effective communication from the school to parents, a lack of structure for reciprocal communication, parents’ welcoming attitudes of school invitations and “being present/involved” as the major responsibility parents identified for themselves for ensuring a successful school experience for their children. The results of this study have major implications for social work practice in that it allows schools to better understand how to involve Latino parents in the school setting. This study also proposes that school social workers educate school staff and Latino parents about the importance of Latino parental school involvement.

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Nojaja, John Mfundo. "A model for parent involvement in disadvantaged South African schools / John Mfundo Nojaja." Thesis, North-West University, 2009. http://hdl.handle.net/10394/3104.

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As societies developed, the demand and need for properly educated people increased and educators gradually replaced parents. In this process the weakness of the home/parents were replaced by the strengths of the school/educator, while the strengths of the home/parents were lost. This research suggests that positive parent involvement and partnership with schools is a prerequisite of effective schooling and that co-operation between home and school can raise educational achievement. This study was undertaken by means of literature review, quantitative and qualitative investigations in order to: provide a thorough background to the role and place of parents in general and within disadvantaged communities in particular, by studying models and practices of parent involvement in education as it is presently manifested in various urban and disadvantaged communities in the world; examine educational provision and parent involvement in disadvantaged communities in South African Schools and to exclude external factors which impinge on effective educational provision for this group; investigate the state of affairs regarding parent involvement in disadvantaged communities by means of quantitative and qualitative study in order to extend the body of knowledge concerning parent involvement in disadvantaged South African Schools, and to formulate a suitable effective model for parent involvement in order to empower the milieu-deprived parent, educators and learners. Chapter 1 deals with problem statement, aims of the research, clarification of concepts and the methods employed in achieving the purpose of the study. This includes a discussion of the population and sample used for the empirical research and an outline of the chapters. Chapter 2 highlights the nature and scope of parent involvement in education, fundamental and educational grounds for parent involvement were discussed, models of parent involvement were identified and discussed, advantages and disadvantages of parent involvement were mentioned, and ways in which parents become involved in education of their children were discussed. In Chapter 3, the nature of disadvantaged Schools in South Africa was discussed and the poor socio -economic position of parents in disadvantaged rural areas was also discussed. The qualitative and quantitative research design, administrative procedures, population and random sampling as well as statistical techniques were discussed in Chapter 4. The duly completed questionnaires returned by educators and parents of the children of the selected schools as respondents were empirically analyzed, and the qualitative research data was collected by means of observations and an in-depth individual and focus group interviews was analyzed in Chapter 5 and presented a background data on the informants and the context in which this research takes place. In Chapter 6, the information gathered from literature review, the quantitative and qualitative data were used to develop a model and strategy for the implementation of a model in disadvantaged rural community South African schools. The last chapter, Chapter 7, throws light on the summary of all the chapters, research findings and recommendations based on the research findings derived from the previous chapters, as well as final remarks. This implies that all relevant issues raised in all chapters are summarized and recommendations are also made.
Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2009.

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Krage, Valerie Anne. "Parent, Teacher, and Principal Perspectives of Parent Engagement in a Title 1 Elementary School." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5889.

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Parent engagement in education benefits a child academically and socially, regardless of a family's socioeconomic status. It is critical for school personnel to use effective outreach approaches to engage and support families in their children's learning. The purpose of this qualitative bounded single case study was to explore parent and school personnel perspectives of school engagement in preschool and kindergarten programs in an urban, midwestern Title 1 PK-5 school. The research questions focused on participants' definitions of parent engagement, parental motivation to participate in a child's learning, and the factors that may deter parental engagement. Hoover-Dempsey and Sandler's model of parent involvement and Bronfenbrenner's bioecological systems theory framed this study. A purposeful sample of 14 parents and 5 teachers of 4-year-old kindergarten and kindergarten students and 1 principal, volunteered and participated in semi-structured interviews. Interview data were analyzed thematically using open and thematic coding strategies. Participants defined engagement as meeting a child's basic needs, supporting learning at home and school, participating in school-based activities, and home-school communication. Findings indicated that parent capacity to support learning, school climate, and the value of education are key to a child's academic and social future, volunteerism, and home-school communication. Recommendations for action include administrative formation of a parent engagement committee to create a comprehensive parent involvement policy to ensure that parent engagement efforts address the needs and interests of families. These endeavors may contribute to positive social change when administrators provide strategies and shared leadership among school personnel and parents to increase parent engagement in student learning.

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Astwood, Evelyn Marie. "Parental Involvement Strategies Implemented by Selected Virginia School Districts." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/29788.

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This descriptive study explored Latino parental involvement strategies implemented in selected Virginia school districts. Randomly selected teachers from elementary, middle, and high schools whose student population is 10% or greater Latino were surveyed. Exploratory data analysis was utilized to examine the perceptions and opinions of selected teachers on the involvement of Latino parents in selected schools. Implications of the research findings are discussed and future research topics are recommended.
Ph. D.

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Hardesty, Bridget Anderson. "Improving student achievement through parent involvement." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2817.

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This project consisted of four parent workshops designed to examine and strengthen home-school communication for Banks Elementary School students, teachers, and parents. The goals of the workshops were to improve parent-teacher relations, increase parent usage of school resources, and increase parent student interaction in the home. Workshop topics included providing parents with information on state-mandated testing, literacy issues, reading strategies, and homework.

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McGowan-Robinson, Laura J. "African American Parental Engagement in a Public Middle School| Contributing Factors." Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10155685.

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Parental engagement with schools is often considered one of the major contributing factors to a child’s success in school. There is not, however, a definition of parental engagement that takes into account the social, historical, and cultural factors that shape a parent’s view of their own engagement. This qualitative case study examines how African American parents in a high poverty, urban, charter middle school, come to understand practices and beliefs at their child’s school, while building relationships with other parents and school staff. Through the lenses of critical race theory and cultural-historical activity theory, the researcher analyzes how the convergence of race, power, history, and culture frame perspectives of policy makers, those who work in schools, and parents. Through the voices of African American parents, in a socioeconomically disadvantaged school community, they define their own engagement.

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Davis, Jacqueline Estella. "Principals' Perceptions of Parent Involvement in Catholic and Protestant Schools in Southern California." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10846292.

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This study examined principals’ perceptions of faith-based schools in Southern California. A 6-item survey was distributed by hard copy to 217 Catholic principals affiliated with the Archdiocese of Los Angeles and by e-mail to 218 Protestant school principals affiliated with the Association of Christian School International. The survey was completed by 148 principals (101 from Catholic schools and 47 from Protestant schools, 34% of population), suggesting that hand-delivered surveys yielded a higher return. However, the Protestant principals who responded exclusively online completed significantly more comprehensive written comments or transcripts to the survey.

Both groups of principals revealed high parent engagement in both types of schools and the selection by parents of a faith-based school was based upon personal values. However, highlights revealed that these administrators placed a high level of importance on open and consistent communication with parents and being visibly present on the campus. Principals were present at morning drop-off, visible on-site throughout the day, and at pick-up. In addition, the schools maintained a current website, frequent parent conferences by teachers and principals, and weekly or daily messages using various technological forms. Principals commented that they desired that every interaction with the school was positive and informative. Principals indicated that parent volunteer activity tended to be different in the two types of schools. Catholic school parents were expected to volunteer to work at the school, and participate in fund raising activities for the school. These parental expectations were vital to the school’s financial base, as nuns continue to be replaced by lay teachers. In addition, Catholic school parents were required to supervise completion of a child’s homework and support school rules, such as children wearing uniforms. Protestant school principals indicated that their parents were active in school-based activities such as sports, the performing arts, classroom support, as well as in school-wide activities such as open houses and fundraisers. Although the Catholic and Protestant schools provided opportunities for parents to participate in the school decision-making process, few principals reported all parent school boards or parents making the primary decisions beyond participation in the selection of the school principal.

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Ross, Gena L. "Kansas City, Missouri, Inner City Schools' Parent Involvement Policy, Practices, and Accreditation Problems." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4754.

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In 2012, the Missouri Board of Education took away Kansas City Public Schools (KCPS) accreditation status. For over 40 years, KCPS has struggled with poor academic achievement, decreased enrollment and budget, and numerous leadership turnovers. Although KCPS regained provisional accreditation in 2014 and earned enough points on the annual performance report for consideration to become a fully accredited school system, state education officials first want to ensure that the district can sustain its new performance level before granting full accreditation. The purpose of this phenomenological research study was to explore parents' perceptions about how the KCPS' parent involvement policy and practices can be improved to better engage parents in their children's education and assist the school district in regaining and sustaining its full accreditation. Putnam's social capital theory served as the theoretical foundation of this study. Data were collected using semistructured interviews with a snowball sample of 21 parents, 7 from each school. Data were analyzed through Braun and Clarke's 6 phases of thematic analysis. Findings indicated the need for school personnel to be more welcoming to visiting parents, creating afterhours activities for working parents, increasing points of contact between parents and school personnel, teachers investing more time and effort in students, and school personnel making more efforts to keep parents informed. The implications for positive social change are directed at KCPS policymakers, school district leaders, teachers, and staff members as findings can be used to develop and improve policies and practices geared towards improving parents' involvement, which may help KCPS to regain and sustain full accreditation.

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Coleman, Dana Adams. "The Schooling Experiences of African American Males Attending Predominately White Independent Schools." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10691113.

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This dissertation seeks to examine the schooling experiences of African American males attending predominately White independent schools in California. Using Critical Race Theory as a theoretical framework and the factors contributing to schooling experiences, this qualitative research explores the role of student self-perception, teacher expectations, and parent involvement as contributing factors to participants overall schooling experiences. Utilizing counterstorytelling as a means of capturing the rich narratives shared by the participants, data analysis included holistic content coding based on themes that emerged from narrative examination. Findings indicate how parent involvement became the overarching critical component that was most significant in positive schooling experiences for Black males. These findings also support the need to continue to examine the shortage of literature examining the schooling experiences of Black males in predominately White independent schools.

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Martin, Jacqueline S. "A correlation study of home-centered parent involvement and school-centered parent involvement with academic achievement of high school students." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p074-0073.

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Cage, Cheryl E. Morreau Lanny E. Lian Ming-Gon John. "Effects of a parent involvement program on parental participation in school activities." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633387.

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Thesis (Ed. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 9, 2006. Dissertation Committee: Lanny Edward Morreau, Ming-Gon John Lian (co-chairs), Gregory F. Aloia, Kenneth Strand, Robert Wazienski. Includes bibliographical references (leaves 96-108) and abstract. Also available in print.

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Robinson, Dwan Vanderpool. "The Engagement Of Low Income And Minority Parents In Schools Since No Child Left Behind: Intersections Of Policy, Parent Involvement And Social Capital." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1228324127.

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Dissertations / Theses on the topic 'Parent involvement in schools'

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