The purpose of this mixed-methods study was to examine middle school parent–teacher communication through the Bloomz app as a means to increase student achievement and parent involvement in a low-socioeconomic, rural setting. Analysis of data gathered during parent focus groups and teacher interviews, as well as communication counts and student grades, indicated Bloomz’s use was connected with increased communication but not increased student achievement in some settings. Parent focus groups and teacher interviews identified barriers to communication common to both parties: lack of time, relationship issues, lack of response, and language barriers. Based on the results from this study, Bloomz may help increase parent–teacher communication as a whole, but Bloomz was not effective for two-way communication at this time in the rural Idaho setting within the short implementation time frame of one quarter. Bloomz as an app has potential to be a useful communication tool that could help parents and teachers stay connected. With sustained parent involvement over time, increased student achievement could be possible.
|Commitee:||Buchholz, Jesse, Wiles, Greg|
|School:||Northwest Nazarene University|
|School Location:||United States -- Idaho|
|Source:||DAI-A 80/11(E), Dissertation Abstracts International|
|Keywords:||Bloomz, Low socioeconomic, Middle school, Parent communication, Rural, Student achievement|
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