Exploring the Role of Elementary Parent Involvement Coordinators in a North Georgia Title I Charter School District

Autor/in	Elrod, Philip
Titel	Exploring the Role of Elementary Parent Involvement Coordinators in a North Georgia Title I Charter School District
Quelle	(2015), (266 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3394-6008-6
Schlagwörter	Hochschulschrift; Dissertation; Parent Participation; School Districts; Academic Achievement; Disadvantaged Schools; Educationally Disadvantaged; Minority Group Children; Elementary Education; Coordinators; Social Capital; Case Studies; Elementary Schools; Charter Schools; Data Collection; Focus Groups; Interviews; Family School Relationship; Educational Environment; Social Justice; Georgia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elternmitwirkung; School district; Schulbezirk; Schulleistung; Elementarunterricht; Koordinator; Sozialkapital; Case study; Fallstudie; Case Study; Elementary school; Grundschule; Volksschule; Charter school; Charter-Schule; Data capture; Datensammlung; Interviewing; Interviewtechnik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziale Gerechtigkeit
Abstract	This study explored the role of elementary parent involvement coordinators (EPIC) in a Northeast Georgia Title I Charter School District. EPICs were charged with facilitating programs designed to build social capital and network closure for families. This nested case study explored the experiences of five EPICs, each located in one of the five charter elementary schools, within the district of study. Data was collected through focus groups, interviews and related documents to identify emerging themes and shared experiences among the participants. Data sources were analyzed to develop an understanding of each EPIC program as well as an overall perspective on the cooperating school district. Insight gained through the study revealed common themes of practice including connecting schools and families, the need for comprehensive training and the importance of culture in forming a collaborative school environment. Results identified avenues of practice supporting lasting relationships through building social capital, resource network connections and the importance of understanding social justice while engaging families. [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