Typescript, etc.

Thesis advisor: Elizabeth Twomey / Thesis advisor: Robert Starratt / This qualitative case study focused on K-2 Parent Involvement in a small rural elementary school. It was designed to review the types of parent involvement that occur over time and to identify the most effective forms of parent involvement. The study also investigated specific teacher beliefs and behaviors related to parent involvement and documented any changes in these beliefs and behaviors as a result of being in the study. A final review of challenges to parent involvement was documented. Data was collected from six volunteer teachers working in kindergarten, grade one, and grade two. Data collection tools included staff pre and post interviews, staff surveys, classroom parent involvement logs, and teacher monthly reflection prompts. The findings of the study indicate that teachers do value parent involvement and that they believe they encourage this involvement in their classroom. The teachers also believe there is a link between parent involvement and student achievement. The teachers in this study identified many challenges to the creation of a parent involvement program including time constraints of parents and teachers, a classroom and school structure that may not welcome or support parent involvement, as well as an education or training issue for parents, so that they may understand the benefits of parent involvement. It was also suggested that teachers would benefit from professional development in the area of parent involvement. Implications for practice include offering workshops for parents on curriculum expectations and on the importance of parent involvement, professional development for teachers highlighting the need for parent involvement, initiating a coordinated school wide parent involvement program, and creating a welcoming and supportive school climate that encourages parent involvement. Limitations to the study include the small sample size, the short duration of the study, and the researcher's role as superintendent. / Thesis (EdD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

Thesis (M.S.)--Eastern Illinois University. / Includes bibliographical references (leaves 47-49).

This study investigated the actual and potential role that cultural resources embedded in Latino households are incorporated into parental participation in schooling practices. By examining various aspects of parental involvement that exist at a particular school site in the Southwest United States - including the various manifestations of the involvement, the enabling and sustaining factors for parental participation - and the challenges and possibilities for improvement of parental participation, this study aimed to provide a framework for how to authentically engage the participation of Latino parents within the school setting.A qualitative approach was selected as the primary methodological perspective, which included ethnographic interviewing based on Funds of Knowledge research (Moll, 2004) and action research as a participant observer being utilized for data collection. Observations of parent activity at the school were conducted over a three-month period at a school setting called "parent room", which served as a meeting place for parent volunteers to work, socialize, and attend classes. Twelve parents were interviewed to determine the kinds of skills parent volunteers employ through parental involvement at the school and whether or not these skills can be categorized as Funds of Knowledge. Six staff members were interviewed to establish a history of parental involvement at the school as well as to establish an understanding of the role of the parent room.The researcher presents results on parent involvement in a school setting that includes a space specific to the needs and work of parent volunteers. The parent room scenario, which has previously not been included in parent involvement research in schools, is determined to be a valuable and viable possibility for schools wishing to increase parental involvement by immigrant and minority parents or those parents who are generally uncomfortable in the traditional classroom setting. The framework and results advance our understanding of the complexities of parent involvement in school and provide a foundation for incorporating families' Funds of Knowledge into the function and organization of schools.

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xii, 110 p.; also includes graphics Includes bibliographical references (p. 102-110). Available online via OhioLINK's ETD Center

Thesis--St. Louis University. / Vita. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 78-83).

Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 54-58).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1951. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 165-167).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.