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• W1529245554 abstract "Identifying Effective Communication Practices for Eliciting Parental Involvement at Two K-8 Schools by Karen Lynn Moore MS, Illinois State University, 1992 BS, Western Illinois University, 1978 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University May 2015 Abstract Conventional wisdom suggests effective and timely school communications increase parental involvement. Guided by this wisdom and contemporary parental involvement theory, effective educational institutions have established systems that foster communication and collaboration between school representatives and the local community. Despite such efforts, research has revealed persistent declines in parental involvement within schools. This phenomenological study documented 16 parents’ perceptions of communication between teachers and parents at 2 K-8 schools in the American southwest. Semi-structured interviews were used to explore parents’ perceptions of the effectiveness of various school-based communication systems and the specific impact these systems had on parental involvement. NVivo software was used to facilitate identification of common themes. Emergent themes addressed (a) communications that elicit parent involvement, (b) effective communications, (c) regular and timely communications, (d) preferred communication mode, and (e) parent communication center. Findings revealed that both schools lacked effective communication tools, inhibiting the ability to reach students’ families and negatively impacting participation. Proposed for future consideration was development of a strong foundation for parents’ participation in their child’s education and enhancement of unrestricted, bidirectional communications. The anticipated social impact of this study is that effective practices could be brought to the forefront, leading to ideas to increase timely communication between home and school and parental involvement.Conventional wisdom suggests effective and timely school communications increase parental involvement. Guided by this wisdom and contemporary parental involvement theory, effective educational institutions have established systems that foster communication and collaboration between school representatives and the local community. Despite such efforts, research has revealed persistent declines in parental involvement within schools. This phenomenological study documented 16 parents’ perceptions of communication between teachers and parents at 2 K-8 schools in the American southwest. Semi-structured interviews were used to explore parents’ perceptions of the effectiveness of various school-based communication systems and the specific impact these systems had on parental involvement. NVivo software was used to facilitate identification of common themes. Emergent themes addressed (a) communications that elicit parent involvement, (b) effective communications, (c) regular and timely communications, (d) preferred communication mode, and (e) parent communication center. Findings revealed that both schools lacked effective communication tools, inhibiting the ability to reach students’ families and negatively impacting participation. Proposed for future consideration was development of a strong foundation for parents’ participation in their child’s education and enhancement of unrestricted, bidirectional communications. The anticipated social impact of this study is that effective practices could be brought to the forefront, leading to ideas to increase timely communication between home and school and parental involvement. Identifying Effective Communication Practices for Eliciting Parental Involvement at Two K-8 Schools by Karen Lynn Moore MS, Illinois State University, 1992 BS, Western Illinois University, 1978 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University May 2015 Dedication I dedicate my research to my family and many friends. I offer my distinct sense of gratitude to the memory of my mother, Bessie Mae Moore, and my aunt, Kathryn Anne Parkman, who emphasized the importance of education and guided me with many lessons throughout their lives. I am also thankful to my father, Ulish Moore, Jr., who has been my paragon for hard work, perseverance, and personal sacrifices, and instilled in me the motivation to set high goals, expectations and the courage to achieve them. Above all, I must remember my Creator and Source. To You, Father, goes all the honor and glory. Acknowledgments My sincere gratitude goes out to Dr. Linda Crawford, my committee chair, for her countless hours of reflecting, reading, and guidance throughout the entire process. I would like to extend a special thank you to Dr. Robert Kefferstan, a dynamic mentor and committee member. I would also like to thank Dr. Andrew Thomas, my University Research Reviewer. A special thank you goes to Kecia Beasley for providing Spanish translations. I am grateful to the community in the district where my study took place for the opportunity to conduct my research and for imparting needed useful assistance. A sincere sense of gratitude goes out to my colleagues Reynolds Alcena, Dr. Mary Barry, Mary Ann Craig, Warren Enyart, Donald Johnson, Katie Nance-Mckenzie, Lorraine Newman, Dr. Janette Kotey, Karen Tiggs, and Darlene Wilson for their willingness to provide feedback, guidance, and corrections. My deepest gratitude to everyone for making the achievement of this research project a rewarding experience." @default.
• W1529245554 created "2016-06-24" @default.
• W1529245554 creator A5019272139 @default.
• W1529245554 date "2015-01-01" @default.
• W1529245554 modified "2023-09-26" @default.
• W1529245554 title "Identifying Effective Communication Practices for Eliciting Parental Involvement at Two K--8 Schools" @default.
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