Dissertation/Thesis Abstract

Response to intervention, family involvement, and student achievement at Tier 2: A mixed methods study of K–1 students and their families
by Gerzel-Short, Lydia, Ed.D., Northern Illinois University, 2013, 233; 3567752
Abstract (Summary)

This dissertation examined the importance of family involvement in student learning and achievement within the Response to Intervention framework. This study built upon the premise that family involvement in a child's education is paramount if educational gaps are to be closed. Families included in this study were randomly assigned into a control or intervention group. This study connected early literacy curriculum based measurement scores and family involvement data gathered from family sessions/interviews. Several research strategies were utilized: 1) quantitative analysis of family-school connections; 2) slope data derived from early literacy curriculum based measurements (CBM); and 3) qualitative analysis of family sessions. Data were collected from an inventory, CBM benchmarking and progress monitoring data, and extensive interviews and field notes. This dissertation challenged the current myopic view of family involvement in student learning and placing the value of families in schools as vital to student learning. Analysis of the family interviews revealed several themes that are relevant for all educators as they attempt to close learning gaps among students.

Indexing (document details)
Advisor: Wilkins, Elizabeth
Commitee: Collins, Vicki, Johnson, Jesse
School: Northern Illinois University
Department: Leadership, Educational Psychology and Foundations
School Location: United States -- Illinois
Source: DAI-A 74/11(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, Special education, Curriculum development
Keywords: Family involvement, Family-school partnerships, Home-school collaboration, K-1, Parent involvement, Problem-solving model, Response to intervention, Tiered instruction
Publication Number: 3567752
ISBN: 978-1-303-19855-7
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