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ERIC Number: EJ1201949
Record Type: Journal
Publication Date: 2018
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1059-308X
"We Conquered This Together": Tier 2 Collaboration with Families
Gerzel-Short, Lydia
School Community Journal, v28 n2 p85-112 2018
Family involvement in a child's education is vital to student success. This article presents qualitative findings from a more extensive study that examined family participation within a Response to Intervention (RtI) framework for K-1 grade students receiving Tier 2 reading interventions. RtI is a problem-solving tiered framework designed to provide high quality instruction to students who struggle with academic challenges, and Tier 2 interventions are for students who require more targeted instruction. This study focused on a group of families of K-1 students receiving targeted (Tier 2) reading interventions. Data were collected from extensive interviews, memos, field notes, and other artifacts. Analysis of the family interviews revealed several themes including "frustration," "engagement," and "collaboration," which is relevant for all educators as they collaborate with families to close learning gaps among students. Key findings after the study intervention included families reporting feeling more comfortable in the role of teacher at home, families reporting increases in problem-solving, and families feeling more engaged in academically supporting their children. Actual and perceived barriers of time, human connection, and fear of upsetting teachers often impeded family engagement. A lack of understanding and communication between the school and the families influenced family engagement and connectedness to student learning.
Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 1; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A