The challenges and implications of implementing meaningful parental involvement, teacher voices

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.