Parental involvement is an important factor for improving academic performance. Communication between the school and parents constitutes one of the basic types of parental involvement. Schools struggle to find effective ways to communicate effectively with parents and are recently using technology to facilitate this communication. This qualitative ethnographic case study explored the perceptions of teachers and administrators on whether Connects, a web-based system with a parent portal component, had an effect on increasing parental involvement in an urban school district with a high number of economically disadvantaged families. Data were collected from three sources: Connects’ usage data, e-interviews with teachers and administrators, and site observations. This study could aid in identifying the specific problems of using technology to enhance parental involvement among an economically disadvantaged population. The study focused on three pilot schools using the system; results may identify possible ways technology can improve parent-school partnerships.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 73/10(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration|
|Keywords:||Digital divide, Parent-school partnerships, Parental involvement|
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