A key component of effective early childhood programs is collaborative relationships between schools, families, and the community (Fiese, Eckert, & Spagnola, 2005). One of these early childhood programs, Head Start, stands out among the others in its efforts to work with children, families, and communities to promote parental involvement. Some families whose children enroll in Head Start continue involvement throughout the elementary years, and others do not. What is not known is parent perceptions of school factors that sustained parent involvement throughout the elementary years. This study uses purposeful sampling techniques to concentrate on a sample of past Head Start parents whose children have progressed into both early elementary and elementary school. Data were collected from Head Start and non-Head Start parents (both involved and uninvolved) from grades K-5. Additionally, administrators from the Head Start program, the Early Childhood campus, and the Elementary campus were interviewed in this study to identify perceptions of the influence of Head Start on sustained parental involvement. Findings suggest that school factors, such as a welcoming environment, leadership efforts to promote involvement, and communication with parents about how to be involved as the child progresses in grade level, encourage sustained involvement. This study provides researchers, school leaders, and parents with understandings for sustained parental involvement. This study supports findings in current research on the ongoing need to recognize school and leadership factors that can both enhance and discourage parent efforts for involvement.
|Commitee:||Brown, Pam, Harris, Ed, Krumm, Bernita|
|School:||Oklahoma State University|
|Department:||Educational Leadership Studies (MS)|
|School Location:||United States -- Oklahoma|
|Source:||DAI-A 79/02(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Elementary education|
|Keywords:||Early childhood, School environment|
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