ERIC Number: ED381534
Record Type: RIE
Publication Date: 1995-Feb
Reference Count: N/A
Preparing Preservice Teachers To Take Leadership Roles in Parent Involvement Programs in Schools.
Morris, Vivian Gunn; And Others
This study explores how selected course experiences at the University of Memphis (Tennessee) influenced preservice teachers' perceptions of their comfort and competence levels in planning and implementing parent involvement programs. The course required of all elementary and early childhood education students, called "School/Community Relations," was based on the belief that parent involvement is essential to student success, that parents and teachers should be partners, that confident teachers are more likely to involve parents, and that teachers must assume leadership in reaching out to involve families and other community members. Four major assignments were required: conducting parent interviews, developing a parent involvement/education plan for one school year, developing a parental involvement notebook, and planning and implementing a parent workshop. Twenty-nine students completed pre- and post self-assessments related to their ability to work with parents. Responses indicated that all four assignments increased their confidence level, enhanced their ability to examine parental involvement myths, facilitated determination of their leadership role, and increased their "people skills." In addition, parent interviews were critical in affecting the students' attitudes, and developing the one-year plan strongly influenced student confidence. Contains examples of course assignments. (JB)
Descriptors: Assignments, Course Objectives, Education Courses, Elementary Education, Higher Education, Leadership Responsibility, Parent Participation, Parent Role, Parent School Relationship, Parent Teacher Conferences, Parent Teacher Cooperation, Parent Workshops, Preservice Teacher Education, Student Attitudes, Teacher Education Programs, Teacher Role
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Memphis State University TN; Preservice Teachers
Note: Paper presented at the Annual Meeting of the Association of Teacher Educators (Detroit, MI, February 18-22, 1995).