A study of parent involvement in public elementary schools: The clarity with which stated policy is translated into actual practice by principals, teachers, and parents
Goines-Lateef, Beulah
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Permalink
https://hdl.handle.net/2142/21718
Description
Title
A study of parent involvement in public elementary schools: The clarity with which stated policy is translated into actual practice by principals, teachers, and parents
Author(s)
Goines-Lateef, Beulah
Issue Date
1994
Doctoral Committee Chair(s)
Trent, William T.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
D.Ed.
Degree Level
Dissertation
Keyword(s)
Education, Elementary
Education, Special
Education, Teacher Training
Language
eng
Abstract
Scholarship in the field of education nearly uniformly acknowledges the important role that parents play in the learning process for children. Many parents are the first teachers of their children and held responsible for the educational outcomes despite constitutional requirements that the state provide for the education of children. Nonetheless, research into parent participation in the schools seems not to identify a universal formula for involving parents in their education.
This study explored issues involving clarity of communication regarding parent involvement. The purpose of this research was to ascertain, via interview, participant observation, and analysis of existing documentation, the degree to which district personnel and community members share understandings and common goals related to parent involvement.
Utilizing the strength of each methodology, the researcher was able to collect significant information to gain knowledge and understanding about the implementation of parent involvement policies in a central Illinois school district.
A review of literature related to the topics of this research was used to establish a foundation for this study. Included in the citations are the works of Comer (1968, 1972, 1980, 1986, 1988) who reported positive aspects of parent participation in the education of their children and Epstein (1983, 1985, 1986, 1987, 1990) who provided a list of five definitive roles for parent involvement.
Schneider (1982) referred to a framework for reviewing and exploring the policy-making and implementation process. These five factors--viability, integrity, capacity, scope of the operation, and absence of unintended effects on other agencies--served as a guide for analyzing the information collected in relationship to the implementation of policy.
This particular study is important because it investigated the follow-up procedures underlying a school board's policies and guidelines for parent involvement. It explored how policy related to practical application. Significant findings in this study indicate that the effectiveness of policies and guidelines depend upon the interpretation and understanding of those responsible for administering the policies. In addition, it is important to have input from district personnel and parents who will be acting in accordance with these guidelines.
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