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• W80586291 abstract "Parental involvement (broadly defined as includingboth natural parents and other significant adults) has beenconsistently shown to produce positive results in students’literacy achievement, and there is widespread agreement amongparents and school personnel about the value of parentalinvolvement in education. However, educators do not routinelyinclude parents in literacy learning programs. The literaturesuggests that there may be many reasons for this phenomenon,including educators’ unfamiliarity with ways to build and sustainproductive home-school connections. I developed this study with theultimate goal of initiating better home-school partnerships tosupport elementary students’ literacy learning in my district,capitalizing on the findings of the rich literature on parentalinvolvement. As a first step in this direction, I engaged a mixedgroup of elementary teachers and parents in my district in aCollegial Circle (a type of professional development offered in mydistrict) designed to explore effective ways to collaborate withparents to support literacy learning. The Collegial Circle involvedthe participants in readings and discussions to make them aware ofrelevant literature findings, personal perceptions and biases, andalternative viewpoints, with the ultimate goal of producing a listof concrete recommendations about how to establish productivehome-school collaborations to support literacy learning in ourdistrict. Assuming action research as the research methodology,this intervention along with the accompanying data collection andanalysis was designed to address the following research questions:1) What are some of the perceived challenges to building effectivepartnerships between parents (broadly defined) and teachers in ourdistrict? 2) How can the challenges thus identified be overcome?3) How has participation in the Collegial Circle changed thethinking of the participating parents and teachers concerning theconcepts of parent-teacher partnerships and literacy? I collecteddata from a variety of sources, including participants’ reflectivejournals and other assignments, audiotapes and artifacts from theCollegial Circle sessions, and a researcher’s journal. Qualitativemethodology was employed to analyze these data with the goal ofuncovering emerging themes that could shed light on each of theresearch questions. Epstein’s Theory of Overlapping Spheres and hertypology of parental involvement provided the theoretical basis andframework informing the study. In the spirit of action research,teachers and parents participating in the Collegial Circle were not“passive participants” but rather were involved in on-goingreflection about the Collegial Circle activities and provided inputthat changed some of the original plan and activities, as well asco-constructed with the researcher the list of recommendationsconstituting the end product of the CollegialCircle." @default.
• W80586291 created "2016-06-24" @default.
• W80586291 creator A5081238054 @default.
• W80586291 creator A5088729802 @default.
• W80586291 date "2009-01-01" @default.
• W80586291 modified "2023-09-22" @default.
• W80586291 title "An action research study: How can elementary teachers collaborate more effectively with parents to support student literacy learning?" @default.
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