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Exploring school -family partnership...

Halsey, Pamela Ann,

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Exploring school -family partnerships: A case study of teachers', parents', and students' perceptions of parental involvement in a middle level school /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring school -family partnerships: A case study of teachers', parents', and students' perceptions of parental involvement in a middle level school // Pamela Ann Halsey.
作者:	Halsey, Pamela Ann,
面頁冊數:	1 electronic resource (203 pages)
附註:	Source: Dissertations Abstracts International, Volume: 63-04, Section: A.
Contained By:	Dissertations Abstracts International63-04A.
標題:	Curricula. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3015723
ISBN:	9780493260297

Exploring school -family partnerships: A case study of teachers', parents', and students' perceptions of parental involvement in a middle level school /
Halsey, Pamela Ann,

Exploring school -family partnerships: A case study of teachers', parents', and students' perceptions of parental involvement in a middle level school /Pamela Ann Halsey. - 1 electronic resource (203 pages)

Source: Dissertations Abstracts International, Volume: 63-04, Section: A.

A growing body of literature on school-family partnerships indicates that parental involvement declines with each grade level and discrepancies exist between teachers' and parents' attitudes and practices concerning parental involvement. Since most of the research on parental involvement has focused on elementary schools, little is known about parental involvement in middle level schools. Using the theoretical model Overlapping Spheres of Influence as a framework, the purpose of this instrumental case study was to explore teachers', parents', and students' perceptions of school-family partnerships in the education of early adolescents. Specifically, this study was concerned with participants' attitudes toward parental involvement, how teachers and parents initiated and maintained parental involvement, and the role of parents in school-related activities. Participants included eight teachers, twenty parents, and nineteen students from Redwood Junior High School. Data was collected using unstructured and semi-structured interviews, observations of school activities involving parents, and collection of documents such as school newsletters. Data was analyzed using the constant comparison method. Results indicate that parents were involved primarily in extracurricular activities. Teachers expressed a desire to have parents involved in classrooms, but parents perceived classrooms as "off limits." Early adolescents perceived parental involvement in classrooms as "unnatural and unexpected." Adolescent participants held positive attitudes about parental involvement but most were more comfortable with involvement in extracurricular activities than classroom activities. All participants attributed a decrease in the amount of parental involvement after students enter junior high to concern for early adolescents' growing independence. Participants had uncertainties about what kinds of parental involvement were appropriate. Teachers, parents, and students believed that communication between teachers and parents was important for building relationships between schools and families. They differed, however, in their opinions about what kinds of communication were most effective. Teachers preferred institutional communications, such as newsletters, to recruit parent volunteers. Many of the parents, however, expected individual, personal contacts from teachers. Teachers who were successful at recruiting parent volunteers were deliberate and purposeful in their efforts. They used a combination of communication levels to share expectations and empower parents to be successfully involved in their children's education.

English

ISBN: 9780493260297Subjects--Topical Terms:

3422445
Curricula.
Subjects--Index Terms:

Middle-level school

Exploring school -family partnerships: A case study of teachers', parents', and students' perceptions of parental involvement in a middle level school /
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520 $a A growing body of literature on school-family partnerships indicates that parental involvement declines with each grade level and discrepancies exist between teachers' and parents' attitudes and practices concerning parental involvement. Since most of the research on parental involvement has focused on elementary schools, little is known about parental involvement in middle level schools. Using the theoretical model Overlapping Spheres of Influence as a framework, the purpose of this instrumental case study was to explore teachers', parents', and students' perceptions of school-family partnerships in the education of early adolescents. Specifically, this study was concerned with participants' attitudes toward parental involvement, how teachers and parents initiated and maintained parental involvement, and the role of parents in school-related activities. Participants included eight teachers, twenty parents, and nineteen students from Redwood Junior High School. Data was collected using unstructured and semi-structured interviews, observations of school activities involving parents, and collection of documents such as school newsletters. Data was analyzed using the constant comparison method. Results indicate that parents were involved primarily in extracurricular activities. Teachers expressed a desire to have parents involved in classrooms, but parents perceived classrooms as "off limits." Early adolescents perceived parental involvement in classrooms as "unnatural and unexpected." Adolescent participants held positive attitudes about parental involvement but most were more comfortable with involvement in extracurricular activities than classroom activities. All participants attributed a decrease in the amount of parental involvement after students enter junior high to concern for early adolescents' growing independence. Participants had uncertainties about what kinds of parental involvement were appropriate. Teachers, parents, and students believed that communication between teachers and parents was important for building relationships between schools and families. They differed, however, in their opinions about what kinds of communication were most effective. Teachers preferred institutional communications, such as newsletters, to recruit parent volunteers. Many of the parents, however, expected individual, personal contacts from teachers. Teachers who were successful at recruiting parent volunteers were deliberate and purposeful in their efforts. They used a combination of communication levels to share expectations and empower parents to be successfully involved in their children's education.
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