The challenges and implications of implementing meaningful parental involvement, teacher voices
| dc.contributor.author | Fazio, Rosa | en_US |
| dc.date.accessioned | 2007-05-18T20:03:54Z | |
| dc.date.available | 2007-05-18T20:03:54Z | |
| dc.date.issued | 2000-12-01T00:00:00Z | en_US |
| dc.degree.discipline | Curriculum, Teaching and Learning | en_US |
| dc.degree.level | Master of Education (M.Ed.) | en_US |
| dc.description.abstract | This paper explores the nature of the decisions teachers make in light of parental involvement in the classroom. Previous research has shown that when parents play a positive role in their children's education, children do better in school. Missing from the research is teachers voice and a more thoughtful understanding of the reality of parents in the classroom and the challenges and implications teachers face in light of this involvement. Through a series of narratives and through interview transcripts with nine teachers in six schools with a combined 184 years of experience, I examine the impact parental involvement in schools has had on these teachers and their classroom program. I also show how action research can bring voice to teachers, can lead to a better understanding of a teacher's actions, and can effect changes that may stand a greater chance at improving professional practices. | en_US |
| dc.format.extent | 15066890 bytes | |
| dc.format.extent | 184 bytes | |
| dc.format.mimetype | application/pdf | |
| dc.format.mimetype | text/plain | |
| dc.identifier.uri | http://hdl.handle.net/1993/1925 | |
| dc.language.iso | eng | en_US |
| dc.rights | open access | en_US |
| dc.title | The challenges and implications of implementing meaningful parental involvement, teacher voices | en_US |
| dc.type | master thesis | en_US |