A Study of Parent Involvement in Montana Public Schools. A Work in Progress.

Autor/in	Gregg, Gloria A.
Institution	Montana State Univ., Bozeman. Coll. of Education, Health, and Human Development.
Titel	A Study of Parent Involvement in Montana Public Schools. A Work in Progress.
Quelle	(1996), (145 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Attitudes; Elementary Secondary Education; Parent Attitudes; Parent Participation; Parent School Relationship; Public Schools; School Community Relationship; Teacher Attitudes; Teacher Surveys; Montana + Suchen Sie Ihr Suchwort? Elternverhalten; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Public school; Öffentliche Schule; Lehrerverhalten
Abstract	This study, conducted by the Center for Community-School Development and Testing Services at Montana State University, had two purposes: (1) to gather information from parents of school-age children and school personnel, particularly teachers, to determine their perceptions about the status of and the need for parental involvement in the education of children in Montana; and (2) to utilize the results of the study to develop a set of recommendations for various state and local policy makers that would strengthen, increase, and support parent and community involvement in the education of school-age children. Three groups participated in the study: a group of 1,000 parents of school-age children, a group of 750 classroom teachers, and a group of 250 school administrators and board members. Participants completed a questionnaire adapted from questionnaires developed by the Johns Hopkins University Center on Families, Communities, Schools and Children's Learning. The extensive findings were divided into four sections: (1) respondents' opinions about parent involvement; (2) data about existing and desired levels of parent involvement; (3) training and barriers; and (4) similarities and differences between various groups of respondents. Generally, parents and teachers agreed that the family-school relationship could be improved. (Appendices contain permission and cover letters, questionnaires, and data tables for questionnaire results.) (EV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC