Improving Parental Involvement in an Inner-City School

Autor/in	Marion, Veronica D.
Titel	Improving Parental Involvement in an Inner-City School
Quelle	(2017), (191 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3555-1862-7
Schlagwörter	Hochschulschrift; Dissertation; Urban Schools; Parent Participation; Minority Groups; Case Studies; Qualitative Research; Parent School Relationship; Reports; Interviews; Elementary Schools; Parent Attitudes; Teacher Attitudes; Principals; Administrator Attitudes; Communication Strategies; Language Usage; Barriers; Professional Development; Parent Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elternmitwirkung; Ethnische Minderheit; Case study; Fallstudie; Case Study; Qualitative Forschung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Abschlussbericht; Berichten; Interviewing; Interviewtechnik; Elementary school; Grundschule; Volksschule; Elternverhalten; Lehrerverhalten; Principal; Schulleiter; Kommunikationsstrategie; Sprachgebrauch; Parents education; Elternbildung; Elternschule
Abstract	A pattern of low parental involvement exists at in an inner-city school in the northeast region of the United States, where 90% of the students are students of color and fewer than 10% of parents attend school-based activities. Low parental involvement at the local school may lead to decreased student achievement and limited access to needed resources and information. A qualitative case study design was used to explore the problem. Epstein's typology, which includes the traditional definition of parental involvement and acknowledges the parents' role in the home, provided the conceptual framework for the study. Research questions focused on perceived challenges that prevent parent participation, specific types of parental involvement strategies that are most effective when working with inner-city families, and potential solutions to the problems. Data collection included reviewing reports and conducting individual interviews with 5 elementary school parents, 5 teachers, and the principal at the research site. Inductive data analysis included organizing and categorizing data to develop themes related to the problem and perceived solutions. Findings revealed ineffective home-school communication, language differences, and a lack of shared meaning regarding parental involvement between parents and teachers. Identification of these challenges led to development of a 3-day professional learning series for parents, teachers, and administrators that focused on benefits of parental involvement. Implementation of the program may help to facilitate building of school-family community partnerships to empower parents to support their children's learning at home and at school. [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