The qualitative multiple case study adds to the previous research regarding the orientation thoughts, context, and understandings of teachers, parents, and prekindergarten administrators when investigating parental involvement in prekindergarten. Teachers in preschools are encouraged to find ways to involve parents for higher levels of student achievement. To address the needs of improving parent participation in prekindergarten, teachers and administrators need parent information on their willingness to participate or not. In order for a school to change strategies, staff members of the organization need to understand the problem which may motivate the need for change. In this study, teachers, parents, and administrators among three prekindergarten programs share their thoughts, beliefs, and views to define the problem of parental involvement in prekindergarten. The research questions asked: Why are some parents more involved than others with their children in prekindergarten? How do parents perceive influencers which invoke their involvement? How does prekindergarten curriculum drive parent engagement? The qualitative multiple case study will aid in understanding parent perceptions about effective actions taken by schools to improve the performance of prekindergarten children. The prekindergarten stage for children includes emotional and developmental challenges that can impose hardship during kindergarten entry and beyond.
|Commitee:||Reece, Amanda, Weinbaum, Elisabeth|
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 77/09(E), Dissertation Abstracts International|
|Subjects:||Early childhood education, Individual & family studies|
|Keywords:||Early childhood education, Education, Parent involvement, Parent-teacher relations, Prekindergarten, Qualitative research|
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