Dissertation/Thesis Abstract

The development and implementation of academic optimism and parent involvement: A case study
by Scott, Melissa A., Ed.D., The University of Alabama, 2016, 135; 10127854
Abstract (Summary)

The development and implementation of academic optimism and parent involvement were studied. The purpose of this study was to fill in the gaps in the literature regarding how academic optimism and parent involvement is formed in secondary schools, specifically middle school, and examine the connection between teacher academic optimism, parent trust, and parent involvement in one middle school in Northeast Alabama. The participants in the study included teachers currently employed at the school and parents of currently enrolled seventh and eighth grade students in the school. The Teacher Academic Optimism Scale (Fahy, Wu, & Hoy, 2010), the Parent Trust in Schools Scale (Forsyth & Adams, 2004), and the Parental Involvement Scale along with teacher and parent focus group interviews were utilized to collect data.

Through a qualitative method of research, the researcher conducted an analysis of the data. The surveys were used to determine levels of academic optimism among teachers in the school, parent trust, and parental involvement in the school. Survey results revealed that even though teacher academic optimism in the school was average and parent involvement was somewhat low, parent trust was high. Focus group interviews were used to collect data on teacher and parent perceptions of academic optimism, parent trust, and parent involvement. From these data, three important themes emerged: the importance of communication and trust, the importance of supportive environments, and the importance of relationships. The findings in this study determined that there is a connection between academic optimism and parent involvement. It also offers implications for development and implementation of academic optimism and parent involvement in a middle school.

Indexing (document details)
Advisor: Mitchell, Roxanne
Commitee: Dagley, David, Tarter, John, Webb, Alan, Westbrook, Philip
School: The University of Alabama
Department: Educational Leadership, Policy, and Technology Studies
School Location: United States -- Alabama
Source: DAI-A 77/10(E), Dissertation Abstracts International
Subjects: Middle School education, School administration
Keywords: Academic optimism, Parent involvement, Parent trust
Publication Number: 10127854
ISBN: 978-1-339-85886-9
Copyright © 2020 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy