Date of Award

Spring 5-16-2016

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Dr. Barbara Hill

Second Advisor

Dr. Trevor Turner

Third Advisor

Dr. Darrell Groves

Abstract

The purpose of this mixed-methods study is to identify major factors that directly

affect parental involvement in 21st century schools. This study examined several

elements of parental involvement. It calculated the idea of the changing family

context and parental involvement, technology and parental involvement, the impact

of Cultural Capital and parental involvement, the impact of the Academic Parent

Teacher Teams program and parental involvement, and parents’ demographics

and parental involvement. Data gathered to inform the research were derived from

parent surveys and teachers and administrators interviews. The research

examined the relationship between the parental involvement and parents’

perception of the school's accessibility, parents' perception of school's

communication, parents’ perception of the school’s climate, parent’s perception

of their role in student's learning, teachers’ perceptions of the role of technology,

parents’ perceptions of the usefulness of the Academic Parent Teacher Teams

(APTT) Program, teachers’ perceptions of the usefulness of the APTT Program,

Cultural Capital, and parents’ demographics: level of education, occupation,

socioeconomic level, parental structure, ethnicity, and marital status parental. The

benefits of the research are to inform educators how to structure programs that will

directly assist parents on how to help their children more effectively at home, to

reeducate parents on how to unpack standards, and measure the successfulness

of a program that helped to bridge the gap between family and school. The surveys

and interviews were administered at the elementary school located in Atlanta.

The researcher focused this work on studies examining the associations

between family, home and school because these associations began emerging as

efforts to assess the efficacy of governmental programs and other interventions. In

the late 1990s, scholarly attention turned to “community control of schools,

especially in the education of low-income children, special education students, and

English language learners” (McKenna & Millen, 2013, p. 14). These researchers

sought to recommend strategies that would promote parent, family, and community

involvement. These areas and these children were considered as the ones that

could benefit the most from parental involvement. The results from these studies

seek to add more clarity on how educators today can enlighten schools on how to

bridge the family and school gap in the 21st century.

Share

COinS