An examination of the relationship between a teacher training program and the level of teacher behavior and parental involvement in a Georgia school system.
Written in 2002; 10,478 words; 44 sources; MLA; $ 209.95
Paper Summary:
This paper discusses how it is established that an effective parent-school partnership is essential in helping students become more successful. It proposes a study, which could be used to develop a training model for teachers to enhance parental involvement, set in two K-2 primary schools in the Clayton County School System in Georgia.
Outline
Introduction
The Problem
Problem Background
Review of Literature
Purpose of the Study
Research Questions
Limitations/Delimitations
Importance of the Study
Review of Literature
Background and History
Obstacles to Effective Parent Involvement
Effective Parent Involvement
Summary
Methodology
Research Design
Selection of Subjects
Instrumentation
Dependent/Independent Variables
Data Collection Procedures
Data Analysis
Appendices
References
From the Paper:
"There is little controversy about the value of parent involvement to the student. Many studies have shown that strong parent involvement in the schools supports student achievement. Henderson (1988) reviewed 49 separate studies dealing with parent involvement and concluded that they were highly beneficial. They tended to insure that students achieved higher grades and test scores, had more positive attitudes and behaviors, and that the schools they operated in were more successful and effective. In their review, Chavkin and Williams (1988) indicated that there were additional benefits of strong parent involvement that Henderson had left out, including improved school attendance, reduced dropout rates, and more parent and community support for the school systems in general. Thus, there is considerable support for the benefit of strong parent involvement programs."
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