abstract: This Qualitative Grounded Theory study is based upon interviews with charter school administrators, teachers and Hispanic parents to gather their perspectives on what practices encourage and elevate the participation of Hispanic parents in schools. There were three Guiding Questions utilized: 1) What culturally compatible methods are utilized in order to attract Hispanic parents to choose the particular charter school? 2) What culturally compatible methods does the charter school administration utilize to encourage Hispanic parental involvement in their child's education? 3) What are the benefits of greater Hispanic parent participation for children at these charter schools. Hypotheses were generated from the interviews base upon literature review. For Guiding Queston #1 there were five hypotheses based on a. Personal Interactions/Relationships, b. Environment, c. Language accommodations, d. Communication, e. Family Services. For Guiding Question #2, there were two hypotheses based on: a. Staff experience with Hispanic community and b. Leadership building. For Guiding Question #3, there were three hypotheses based on a. Home/School Partnerships, b. Academics, and c. Physical Presence. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2011
| Identifer | oai:union.ndltd.org:asu.edu/item:9219 |
| Date | January 2011 |
| Contributors | Ruiz, Leticia (Author), Valverde, Leonard A. (Advisor), Ovndo, Carlos J. (Committee member), Scribner, Kent P. (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 192 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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