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A Qualitative Case Study Exploring the Perceptions of Parental Involvement from Parents and Teachers in an Urban School Setting.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Qualitative Case Study Exploring the Perceptions of Parental Involvement from Parents and Teachers in an Urban School Setting./
Author:	Simpson, Misty Mayo.
Description:	1 online resource (156 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-01, Section: A.
Contained By:	Dissertations Abstracts International83-01A.
Subject:	Early childhood education. -
Online resource:	click for full text (PQDT)
ISBN:	9798516942853

A Qualitative Case Study Exploring the Perceptions of Parental Involvement from Parents and Teachers in an Urban School Setting.
Simpson, Misty Mayo.

A Qualitative Case Study Exploring the Perceptions of Parental Involvement from Parents and Teachers in an Urban School Setting. - 1 online resource (156 pages)

Source: Dissertations Abstracts International, Volume: 83-01, Section: A.

Thesis (Ed.D.)--Northcentral University, 2021.

Includes bibliographical references

Addressing the lack of parental involvement and the effect it has on academic achievement in low-income urban schools has been an important focus for school districts and administrators. Policymakers and educational leaders are tirelessly working to find solutions to get parents more involved in schools and improve the achievement of students. The purpose of this qualitative descriptive case study was to examine parental involvement from the perceptions of teachers and parents in one low-income urban elementary school in the Southeastern United States that used the Academic Parent Teacher Teams (APTT) model. Epstein's Six Types of Parental Involvement and Bronfenbrenner's Ecological Theory of Human Development were employed as guiding frameworks. Purposive sampling resulted in ten parent and eight teacher participants who engaged in semi-structured interviews and completed open-ended surveys. Data were analyzed using inductive analysis and pattern coding to reveal parent and teacher perceptions of the APTT model as a method of involving parents and as a way to improve student achievement. Ten themes emerged across the four research questions posed. The findings were parents and teachers expressed the APTT model is beneficial for increasing parent involvement and student achievement, noting the development of parent support networks, teachers and parents forming a shared responsibility for student success and improved parent efficacy, which all work together to improve the academic achievement of students. Recommendations for practice include school leaders allocating a budget and having funds available before APTT implementation, assigning an APTT champion, developing a comprehensive communication plan, and providing childcare and food for families during the APTT meetings. Suggestions for future research include conducting a quantitative longitudinal study to include analyzing the subsequent performance of students on achievement tests and capturing critical moments of change and transitions over time. Future researchers should also conduct a study to include multiple types of schools to increase the transferability and credibility of these findings with regard to the effectiveness of the APTT model.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798516942853Subjects--Topical Terms:

557157
Early childhood education.
Subjects--Index Terms:

Academic Parent Teacher Teams (APTT)Index Terms--Genre/Form:

554714
Electronic books.

A Qualitative Case Study Exploring the Perceptions of Parental Involvement from Parents and Teachers in an Urban School Setting.
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