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Exploring structural and psychological barriers : = Teachers' and parents' perceptions of parent involvement practices in University-Model Schools® at the middle school and high school levels.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Exploring structural and psychological barriers :/
Reminder of title:	Teachers' and parents' perceptions of parent involvement practices in University-Model Schools® at the middle school and high school levels.
Author:	Barker, Brance C.
Description:	1 online resource (336 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 74-07, Section: A.
Contained By:	Dissertations Abstracts International74-07A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9781267812957

Exploring structural and psychological barriers : = Teachers' and parents' perceptions of parent involvement practices in University-Model Schools® at the middle school and high school levels.
Barker, Brance C.

Exploring structural and psychological barriers :Teachers' and parents' perceptions of parent involvement practices in University-Model Schools® at the middle school and high school levels. - 1 online resource (336 pages)

Source: Dissertations Abstracts International, Volume: 74-07, Section: A.

Thesis (Ed.D.)--Dallas Baptist University, 2012.

Includes bibliographical references

The purpose of this study was to understand teachers' and parents' perceptions of parent involvement practices found within University-Model Schools' class scheduling structure and school-family partnership program at the middle school and high school levels. This study utilized a non-experimental quantitative research design using a descriptive, cross-sectional survey methodology and used the foundational framework for parental involvement developed by Dr. Joyce Epstein. With 50 University-Model Schools® in existence, purposeful sampling was employed inviting each of the 16 accredited University-Model Schools® to participate in the study; 12 agreed to participate. This study reports the results obtained from the created parallel "Perceptions of Parent Involvement Practices" (PPIP) Surveys based on the "High School and Family Partnerships: Surveys for Teachers, Parents, and Students in High School" (HSFP) originally developed by Epstein, Connors, and Salinas (1993). Both teacher and parent populations were surveyed and compared, utilizing independent samples t-tests to determine if there is a significant difference between teachers' and parents' perceptions of parent involvement practices and levels of satisfaction with University-Model Schools®. Additionally, key benefits and weaknesses of University-Model Schools ® were explored. Research indicated that parents had more favorable responses than the teachers in how they perceive the school inviting them into the educational process. Results also indicated that parents showed preference to being academically involved more in the home setting than at school. Furthermore, open-ended responses provided insight into parents' and teachers' perspectives of University-Model Schools' approach to parental involvement. This study showed that the key benefits of University-Model Schools ® from both parents' and teachers' perspectives are that they provide more family time, provide more parental involvement through the high school grades, prepares students for college, and equips students with time management skills.

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

Mode of access: World Wide Web

ISBN: 9781267812957Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

BarrierIndex Terms--Genre/Form:

554714
Electronic books.

Exploring structural and psychological barriers : = Teachers' and parents' perceptions of parent involvement practices in University-Model Schools® at the middle school and high school levels.
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