The purpose of the study was to explore how the use of technology can support parent/caregiver-teacher communications, thus allowing for parent/caregiver-teacher involvement through contemporary approaches. The study looked at how parent/caregivers and teachers define parent/caregiver involvement, what they see as barriers to parent/caregiver involvement, and how they believe technology can support the involvement experience.
The review of literature examines varying factors that influence parent/caregivers’ level of involvement in their children’s schooling, as well as three major influences that have the greatest impact on student achievement: family, school, and community. It also identifies barriers to parent/caregiver involvement. Although challenges exist at the family, school, and community levels, the review of literature shows that the child receives maximum benefit when all parties collaborate.
Interviews and surveys reveal how parent/caregivers and teachers of third-graders feel about parent/caregiver involvement and how technology affects communications between parent/caregivers and teachers. Findings indicate that parent/caregivers and teachers believe the use of technology supports parent/caregiver-teacher communications, therefore fostering parent/caregiver involvement. They believe it eases communication processes and allows parent/caregivers to be involved despite busy schedules. Parent/caregivers and teachers communicated that they still desire personal conversations with one another to address topics of concern, but, overall, they feel technology cultivates and supports parent/caregiver involvement.
|Commitee:||Akiva, Thomas, Kirk, Diane, Trovato, Chalene|
|School:||University of Pittsburgh|
|Department:||Administrative and Policy Studies|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 80/05(E), Dissertation Abstracts International|
|Subjects:||Education, Elementary education|
|Keywords:||Parent communication through technology, Parent involvement, Parent involvement through technology, Parent-teacher communication|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be