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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.identifier.uri http://hdl.handle.net/1993/1925
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.language en en_US
dc.language.iso en_US
dc.title The challenges and implications of implementing meaningful parental involvement, teacher voices en_US
dc.degree.discipline Curriculum, Teaching & Learning en_US
dc.degree.level Master of Education (M.Ed.) en_US


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