Dissertation/Thesis Abstract

The impact of parent communications and expectations on teacher practices in private Jewish day schools
by Solomon, Rebecca M., Ph.D., Florida Atlantic University, 2013, 160; 3585014
Abstract (Summary)

This mixed methods study investigated teacher, parent, and school leader perceptions of the impact of parent communications and expectation on teacher practices, focusing specifically on four categories: grading, communication, instructional, and curriculum practices. Quantitative data were collected through online surveys from 25 teachers in second through fifth grades, as well as 96 parents of second through fifth-graders, in five private Jewish day schools located in the Southeastern United States. Qualitative data were collected from ten teachers, ten parents, and three school leaders who provided interviews, where they elaborated on the nature of parental communications and expectations at their own schools and their perceptions of their impact on teacher practices.

The findings indicated that parent communications take place with high frequency, and are initiated fairly evenly between parents and teachers. Parents and teachers differ on their perceptions of negativity of communications, with teachers reporting more negative communications than parents. A t-test was conducted on the survey items that corresponded with the four categories to compare parent and teacher responses. There were some statistically significant differences in the perceptions of parents and teachers of the impact of particular types of parent communications on teacher practices in private Jewish day schools. These included requests for reviews of a child's grade or a grade change, as well as requests for changes in the content of homework. However, the qualitative data overwhelmingly indicated that parents and teachers have similar perceptions of the impact of parents communications and expectations. They felt that parents occasionally request certain changes, but that these changes have minimal impact in the classroom, outside of isolated, individual events. The school leaders who participated in the study agreed that, for the most part, the day-to-day practices of teachers were not greatly impacted by parent communications.

Indexing (document details)
Advisor: Weber, Roberta K.
School: Florida Atlantic University
School Location: United States -- Florida
Source: DAI-A 75/06(E), Dissertation Abstracts International
Subjects: Education, Elementary education, Religious education
Keywords: Day schools, Jewish schools, Parent expectations, Parent involvement, Private schools
Publication Number: 3585014
ISBN: 978-1-303-76837-8
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