Date of Award
1-1-1992
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Child and Youth Care Administration
Advisor
Joan Mignerey
Committee Member
Charles L. Faires
Committee Member
David S. Flight
Keywords
administrators, community involvement, community members, elementary education, Epstein parent involvement model, governance and advocacy, home learning activities, kindergarten, parent attendance, parent education, parent involvement, parent satisfaction, parent-school partnerships, parent volunteer programs, parenting, primary education, principals, PTA membership, school climate, school community relations, school governance, school image, school improvement, school reorganization, stakeholder engagement, volunteer participation
Abstract
This report describes a program for improving school community relations through a comprehensive parent- Involvement effort In an elementary school. Issues requiring attention, such as concerns for the school's image, lack of parent-involvement, and lack of parent satisfaction were noted In Individual Interviews with administrators, teachers, classified employees, and parents. These Issues were substantiated by the data gathered on PTA membership, the parent-volunteer program, and low parent attendance at special school functions.
Research findings supported an Intervention strategy that involved five major types of parent-involvement described as: (1) Basic Obligations of Parents; (2) Basic Obligations of the School; (3) Parent-Involvement at School; (4) Parent- Involvement In Leaning Activities at Home; and (5) Parent- Involvement in Governance and Advocacy (Epstein, 1987).
As a result of practicum intervention, there was a 70% increase in the PTA membership, the number of parents attending special school events was averaging 50%, and the number of parents participating in the Parent-Volunteer Program increased from 12 parents to ISO parents. Responses from individual interviews with administrators, teachers, classified employees, and parents indicated that school community relations were no longer a problem.