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ERIC Number: ED554427
Record Type: Non-Journal
Publication Date: 2013
Pages: 235
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-9855-7
Response to Intervention, Family Involvement, and Student Achievement at Tier 2: A Mixed Methods Study of K-1 Students and Their Families
Gerzel-Short, Lydia
ProQuest LLC, Ed.D. Dissertation, Northern Illinois University
This dissertation examined the importance of family involvement in student learning and achievement within the Response to Intervention framework. This study built upon the premise that family involvement in a child's education is paramount if educational gaps are to be closed. Families included in this study were randomly assigned into a control or intervention group. This study connected early literacy curriculum based measurement scores and family involvement data gathered from family sessions/interviews. Several research strategies were utilized: 1) quantitative analysis of family-school connections; 2) slope data derived from early literacy curriculum based measurements (CBM); and 3) qualitative analysis of family sessions. Data were collected from an inventory, CBM benchmarking and progress monitoring data, and extensive interviews and field notes. This dissertation challenged the current myopic view of family involvement in student learning and placing the value of families in schools as vital to student learning. Analysis of the family interviews revealed several themes that are relevant for all educators as they attempt to close learning gaps among students. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 1; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A