<p> The purpose of the study was to explore how the use of technology can support parent/caregiver-teacher communications, thus allowing for parent/caregiver-teacher involvement through contemporary approaches. The study looked at how parent/caregivers and teachers define parent/caregiver involvement, what they see as barriers to parent/caregiver involvement, and how they believe technology can support the involvement experience.</p><p> The review of literature examines varying factors that influence parent/caregivers’ level of involvement in their children’s schooling, as well as three major influences that have the greatest impact on student achievement: family, school, and community. It also identifies barriers to parent/caregiver involvement. Although challenges exist at the family, school, and community levels, the review of literature shows that the child receives maximum benefit when all parties collaborate.</p><p> Interviews and surveys reveal how parent/caregivers and teachers of third-graders feel about parent/caregiver involvement and how technology affects communications between parent/caregivers and teachers. Findings indicate that parent/caregivers and teachers believe the use of technology supports parent/caregiver-teacher communications, therefore fostering parent/caregiver involvement. They believe it eases communication processes and allows parent/caregivers to be involved despite busy schedules. Parent/caregivers and teachers communicated that they still desire personal conversations with one another to address topics of concern, but, overall, they feel technology cultivates and supports parent/caregiver involvement.</p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:13819970 |
| Date | 15 January 2019 |
| Creators | Hosick, Nanci D. |
| Publisher | University of Pittsburgh |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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