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Improving Middle School Parental Engagement in Transition to Common Core State Standards: An Action Research Study

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Title: Improving Middle School Parental Engagement in Transition to Common Core State Standards: An Action Research Study
Language: English
Authors: Harla, Donna K.
Source: ProQuest LLC. 2014Ed.D. Dissertation, Capella University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 125
Publication Date: 2014
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools
Secondary Education
Junior High Schools
Adult Education
Descriptors: Parent Participation, Parent School Relationship, Mixed Methods Research, Common Core State Standards, Middle Schools, Parent Education, Surveys, Attitude Measures, Parent Attitudes, School Role, Action Research
Geographic Terms: Florida
ISBN: 978-1-303-70158-0
Abstract: Parental involvement in schools is an important potential contributor to improving American education and making the U.S. more globally competitive. This qualitative and quantitative mixed-methodology action research study probed the viability of engaging parents around issues of educational improvement by inviting them to participate in training sessions on the implementation of Common Core State Standards (CCSS) at a Florida middle school. Approximately 2,000 parents were invited, through fliers and face-to-face communication, to attend a discussion and training session on the CCSS. Only 21 parents attended either of the two sessions, reflecting the difficulty of recruiting parent participation on curriculum issues. The same survey (containing questions on attitudes toward parent participation and familiarity with the CCSS) was administered both before and after a one-hour training session, and discussion groups took place before and after the training. Results showed that the training was sufficient to enable parents to feel well informed about the CCSS. However, discussion revealed significant frustration over the fact that parents received no information about the CCSS before they were implemented. More generally, many of the parents expressed the perception that schools do not encourage parent involvement. On the other hand, parents' actual levels of participation in opportunities available to them, such as PTA membership, appeared lower than their expressed interest in participating. The study suggests that, in order to enlist parents as effective partners in education, schools must make a much more concerted effort to make parents feel wanted and to explain how they can participate effectively in their children's learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2016
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3610409
Accession Number: ED566003
Database: ERIC
FullText Text:
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  Data: Improving Middle School Parental Engagement in Transition to Common Core State Standards: An Action Research Study
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  Data: <searchLink fieldCode="DE" term="%22Florida%22">Florida</searchLink>
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  Data: Parental involvement in schools is an important potential contributor to improving American education and making the U.S. more globally competitive. This qualitative and quantitative mixed-methodology action research study probed the viability of engaging parents around issues of educational improvement by inviting them to participate in training sessions on the implementation of Common Core State Standards (CCSS) at a Florida middle school. Approximately 2,000 parents were invited, through fliers and face-to-face communication, to attend a discussion and training session on the CCSS. Only 21 parents attended either of the two sessions, reflecting the difficulty of recruiting parent participation on curriculum issues. The same survey (containing questions on attitudes toward parent participation and familiarity with the CCSS) was administered both before and after a one-hour training session, and discussion groups took place before and after the training. Results showed that the training was sufficient to enable parents to feel well informed about the CCSS. However, discussion revealed significant frustration over the fact that parents received no information about the CCSS before they were implemented. More generally, many of the parents expressed the perception that schools do not encourage parent involvement. On the other hand, parents' actual levels of participation in opportunities available to them, such as PTA membership, appeared lower than their expressed interest in participating. The study suggests that, in order to enlist parents as effective partners in education, schools must make a much more concerted effort to make parents feel wanted and to explain how they can participate effectively in their children's learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 125
    Subjects:
      – SubjectFull: Parent Participation
        Type: general
      – SubjectFull: Parent School Relationship
        Type: general
      – SubjectFull: Mixed Methods Research
        Type: general
      – SubjectFull: Common Core State Standards
        Type: general
      – SubjectFull: Middle Schools
        Type: general
      – SubjectFull: Parent Education
        Type: general
      – SubjectFull: Surveys
        Type: general
      – SubjectFull: Attitude Measures
        Type: general
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: School Role
        Type: general
      – SubjectFull: Action Research
        Type: general
      – SubjectFull: Florida
        Type: general
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      – TitleFull: Improving Middle School Parental Engagement in Transition to Common Core State Standards: An Action Research Study
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