Parental involvement is considered important to a child’s education, whether it is working closely with the teacher to aid student learning or volunteering for participation in after school activities. This grounded theory study focuses on stakeholders’ perceptions of requisite parental involvement in a magnet middle school. The three tenets of grounded theory include: the emergent theory from the categories of data; the premise that participants’ behavior has an underlying pattern that will emerge; and assurance that the participants, not the researcher, are the focus of the study. Data was collected from document analysis, interviews with administrators, teachers, a staff member, a community volunteer, and parents; as well as data collected from surveys of parents and teachers from the school. The survey data is both quantitative and qualitative. The data set for this research was comprehensive: 301 pages of correspondence, 48 pages of transcribed interviews, and 18 surveys. The surveys were submitted by both parents and teachers. The 6 teacher surveys submitted represent a return rate of 33.3%; the 12 parent surveys yielded a return rate of 5%. The five concepts that emerged from the data are: Regard, Team, Volunteer Opportunities, Propinquity, and Needs. The results indicate that social and economic capital informs requisite parental involvement in a magnet middle school, and its perceived impact upon student achievement and school climate.
| Identifer | oai:union.ndltd.org:GEORGIA/oai:scholarworks.gsu.edu:eps_diss-1127 |
| Date | 16 May 2014 |
| Creators | Rosner, Elizabeth |
| Publisher | ScholarWorks @ Georgia State University |
| Source Sets | Georgia State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Educational Policy Studies Dissertations |
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