東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Improving middle school parental eng...

Harla, Donna K.

Linked to FindBook

Google Book

Amazon

博客來

Improving middle school parental engagement in transition to Common Core State Standards: An action research study.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Improving middle school parental engagement in transition to Common Core State Standards: An action research study./
Author:	Harla, Donna K.
Description:	124 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
Contained By:	Dissertation Abstracts International75-05A(E).
Subject:	Education, Policy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3610409
ISBN:	9781303701580

Improving middle school parental engagement in transition to Common Core State Standards: An action research study.
Harla, Donna K.

Improving middle school parental engagement in transition to Common Core State Standards: An action research study. - 124 p.

Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.

Thesis (Ed.D.)--Capella University, 2014.

Parental involvement in schools is an important potential contributor to improving American education and making the U.S. more globally competitive. This qualitative and quantitative mixed-methodology action research study probed the viability of engaging parents around issues of educational improvement by inviting them to participate in training sessions on the implementation of Common Core State Standards (CCSS) at a Florida middle school. Approximately 2,000 parents were invited, through fliers and face-to-face communication, to attend a discussion and training session on the CCSS. Only 21 parents attended either of the two sessions, reflecting the difficulty of recruiting parent participation on curriculum issues. The same survey (containing questions on attitudes toward parent participation and familiarity with the CCSS) was administered both before and after a one-hour training session, and discussion groups took place before and after the training. Results showed that the training was sufficient to enable parents to feel well informed about the CCSS. However, discussion revealed significant frustration over the fact that parents received no information about the CCSS before they were implemented. More generally, many of the parents expressed the perception that schools do not encourage parent involvement. On the other hand, parents' actual levels of participation in opportunities available to them, such as PTA membership, appeared lower than their expressed interest in participating. The study suggests that, in order to enlist parents as effective partners in education, schools must make a much more concerted effort to make parents feel wanted and to explain how they can participate effectively in their children's learning.

ISBN: 9781303701580Subjects--Topical Terms:

1669130
Education, Policy.

Improving middle school parental engagement in transition to Common Core State Standards: An action research study.
LDR:02667nam a2200277 4500 001 1962415
005 20140805141057.5
008 150210s2014 ||||||||||||||||| ||eng d
020 $a 9781303701580
035 $a (MiAaPQ)AAI3610409
035 $a AAI3610409
040 $a MiAaPQ $c MiAaPQ
100 1 $a Harla, Donna K. $3 2098490
245 1 0 $a Improving middle school parental engagement in transition to Common Core State Standards: An action research study.
300 $a 124 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
500 $a Adviser: Mark Thogmartin.
502 $a Thesis (Ed.D.)--Capella University, 2014.
520 $a Parental involvement in schools is an important potential contributor to improving American education and making the U.S. more globally competitive. This qualitative and quantitative mixed-methodology action research study probed the viability of engaging parents around issues of educational improvement by inviting them to participate in training sessions on the implementation of Common Core State Standards (CCSS) at a Florida middle school. Approximately 2,000 parents were invited, through fliers and face-to-face communication, to attend a discussion and training session on the CCSS. Only 21 parents attended either of the two sessions, reflecting the difficulty of recruiting parent participation on curriculum issues. The same survey (containing questions on attitudes toward parent participation and familiarity with the CCSS) was administered both before and after a one-hour training session, and discussion groups took place before and after the training. Results showed that the training was sufficient to enable parents to feel well informed about the CCSS. However, discussion revealed significant frustration over the fact that parents received no information about the CCSS before they were implemented. More generally, many of the parents expressed the perception that schools do not encourage parent involvement. On the other hand, parents' actual levels of participation in opportunities available to them, such as PTA membership, appeared lower than their expressed interest in participating. The study suggests that, in order to enlist parents as effective partners in education, schools must make a much more concerted effort to make parents feel wanted and to explain how they can participate effectively in their children's learning.
590 $a School code: 1351.
650 4 $a Education, Policy. $3 1669130
650 4 $a Education, Tests and Measurements. $3 1017589
690 $a 0458
690 $a 0288
710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 75-05A(E).
790 $a 1351
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3610409