Date of Award

Spring 5-2022

Document Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Teaching & Learning

Program/Concentration

Elementary Education

Committee Director

Jori Beck

Committee Member

Thomas Bean

Committee Member

Angela Eckhoff

Abstract

The purpose of this action research study was to explore the role parental involvement plays in Kindergarten readiness in Title 1 schools. The theoretical foundation used to support this research was Epstein’s 6 model construct of parental involvement. For this study, a compilation of qualitative and quantitative data was used based upon the question being researched. The target sample was 20 Kindergarten students in a Title 1 elementary school along with 20 of the parents. The data collected was composed from scores from state assessments, teacher created assessment data, a parent climate survey, and parent communication logs.

The results suggested that parental involvement is not fully based on the level of communication between the parent and the teacher. Most parents noted that there were not any barriers, such as work, that would prevent them from being involved in their student’s education. However, many noted that the school could show improvement on how they communicate and involve parents in certain decisions. The results also showed that some of the parents with a lower communication rate still had students who did well academically. In contrast, those parents who had a higher communication rate had students who did not perform well academically. This shows us that although communication with the teacher was occurring, the parents could possibly have benefited more from resources and support on how to help their students at home. The data can put in perspective for parents how much of an improvement their students can make academically if they support them at home. Teachers and the school administrators could be more proactive in providing more resources and/or forums to help parents and guardians with being effective in supporting their students academically at home as well as in school. Yet, in the end, it is up to the parents to make use of the support.

Rights

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DOI

10.25777/0s56-h224

ISBN

9798819393901

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