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Exploring Parent and Teacher Perceptions of Parent Involvement and Socioeconomic Status in Suburban Southern Georgia Elementary Schools : = A Case Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Exploring Parent and Teacher Perceptions of Parent Involvement and Socioeconomic Status in Suburban Southern Georgia Elementary Schools :/
Reminder of title:	A Case Study.
Author:	Broome, Candice Johnson.
Description:	1 online resource (253 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 80-07, Section: A.
Contained By:	Dissertations Abstracts International80-07A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9780438764286

Exploring Parent and Teacher Perceptions of Parent Involvement and Socioeconomic Status in Suburban Southern Georgia Elementary Schools : = A Case Study.
Broome, Candice Johnson.

Exploring Parent and Teacher Perceptions of Parent Involvement and Socioeconomic Status in Suburban Southern Georgia Elementary Schools :A Case Study. - 1 online resource (253 pages)

Source: Dissertations Abstracts International, Volume: 80-07, Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2018.

Includes bibliographical references

The purpose of this qualitative exploratory single case study was to explore how parents and teachers perceive the influence of socioeconomic status on parental involvement in suburban southern Georgia elementary schools. Two research questions were posed to fulfill the purpose of this study: How do parents perceive the influence of socioeconomic status on parental involvement in suburban southern Georgia elementary schools? and How do teachers perceive the influence of socioeconomic status on parental involvement in suburban southern Georgia elementary schools? Epstein's Framework for Parent Involvement and Hoover-Dempsey and Sandler's Model of Parent Involvement served as the theoretical foundations. Purposive sampling was used to select 22 parent and 59 teacher participants. Data collection comprised of semi-structured interviews of parents and teachers, questionnaires, and archival review of school documents to triangulate the data. Data were analyzed using a thematic analysis approach. Thematic analysis identified five themes: Defining Parent Involvement, Perception of Socioeconomic Status, Communication Methods, Perception of Involvement, and School Environment. Findings of this study revealed that elementary parents and teachers in South Georgia have differing perceptions of the influence of socioeconomic status on parent involvement. Overall, data revealed that while parent and teacher perceptions varied, they indicated that communication and the school environment were the most pertinent factors to their involvement. The implications for this study implicate that sharing the results of this study with both parents and teachers could possibly clarify expectations of each group and open a dialogue.

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

Mode of access: World Wide Web

ISBN: 9780438764286Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Parent engagementIndex Terms--Genre/Form:

554714
Electronic books.

Exploring Parent and Teacher Perceptions of Parent Involvement and Socioeconomic Status in Suburban Southern Georgia Elementary Schools : = A Case Study.
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502 $a Thesis (Ed.D.)--Grand Canyon University, 2018.
504 $a Includes bibliographical references
520 $a The purpose of this qualitative exploratory single case study was to explore how parents and teachers perceive the influence of socioeconomic status on parental involvement in suburban southern Georgia elementary schools. Two research questions were posed to fulfill the purpose of this study: How do parents perceive the influence of socioeconomic status on parental involvement in suburban southern Georgia elementary schools? and How do teachers perceive the influence of socioeconomic status on parental involvement in suburban southern Georgia elementary schools? Epstein's Framework for Parent Involvement and Hoover-Dempsey and Sandler's Model of Parent Involvement served as the theoretical foundations. Purposive sampling was used to select 22 parent and 59 teacher participants. Data collection comprised of semi-structured interviews of parents and teachers, questionnaires, and archival review of school documents to triangulate the data. Data were analyzed using a thematic analysis approach. Thematic analysis identified five themes: Defining Parent Involvement, Perception of Socioeconomic Status, Communication Methods, Perception of Involvement, and School Environment. Findings of this study revealed that elementary parents and teachers in South Georgia have differing perceptions of the influence of socioeconomic status on parent involvement. Overall, data revealed that while parent and teacher perceptions varied, they indicated that communication and the school environment were the most pertinent factors to their involvement. The implications for this study implicate that sharing the results of this study with both parents and teachers could possibly clarify expectations of each group and open a dialogue.
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653 $a Teacher perceptions
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