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ERIC Number: ED521725
Record Type: Non-Journal
Publication Date: 2010
Pages: 161
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1240-6667-7
The Perspectives of Teachers and Parents regarding Parent Involvement in an Elementary School
Ogletree, Katherine T.
ProQuest LLC, Ph.D. Dissertation, Capella University
The purpose of this research was to study and examine the perspectives of teachers and parents regarding parent involvement in an elementary school. The research method used was a quantitative analysis of data collected from classroom teachers and parents through four surveys. Four surveys were used in the study in order to: (a) gather data from teachers on the importance of parental involvement for student achievement, (b) collect data from teachers on ways to involve parents using Epstein's Parent Involvement model, (c) gather data from parents regarding the quality and effectiveness of school communications with the parents, and (d) gather data from parents on the amount of parent involvement for the current school year versus the amount of parent involvement for the prior school year. The results laid the foundation to test the null hypotheses in the study. The data was analyzed to see if there was a significant difference between the opinions of teachers in Pre-K to second grade with the opinions of teachers in third to fifth grade regarding parent involvement according to survey measurements. In addition, an analysis was conducted to test for a significant difference between the opinions from parents of students in Pre-K to second grade and parents of students in grades three to five regarding parental involvement at the school. A total of 30 teachers and 372 parents participated in the study. The results indicated that there were neither descriptive nor inferential differences between the two groups of teachers with regard to active parent involvement being important to student success and no difference regarding the specific ways of involving parents at the school. The two groups of parents' responses resulted in no statistically significant difference with regard to how effective the school communicates with parents. However, the results did show that the two parent group responses were significantly different regarding how often the school involved parents. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A