This qualitative case study explored how parents of students from Title I middle schools perceive they may enhance their involvement within the Response to Intervention (RTI) process within Title I public middle schools in an urban public school district in the Southwestern United States. The Joyce Epstein Model of Parental Involvement served as the theoretical foundation. Six main research questions guided this study and asked parents how they may enhance their involvement in RTI through the six constructs in Epstein’s Model. Convenience sampling was utilized. The sample size were seven married Latino mothers, four single parent Latino mothers and one married Caucasian father. The data collection sources were a quantitative questionnaire, semi-structured individual interviews, and a focus group. Thematic analysis served as the analytical approach. The thirteen themes that emerged were (1) limited knowledge, (2) lack of communication, (3) willingness to learn, (4) infrequent and untimely communication, (5) willingness to improve communication, (6) limited training opportunities, (7) willingness to volunteer, (8) barriers limited participation, (9) awareness of their child’s progress was vague, (10) untimely and irrelevant information (11) willingness to participate, (12) sustainable support systems were lacking, and (13) parent voice was lacking. Study results reveal parents had limited knowledge but were willing to enhance their participation, knowledge, and communication about RTI. Study implications include advancing parent knowledge about utilizing Epstein’s Model in RTI, more knowledgeable and involved parents in RTI and enhanced school-parent partnerships.
|Commitee:||Fish, Wade, Epler-Brooks, Pamela|
|School:||Grand Canyon University|
|Department:||College of Doctoral Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-A 82/1(E), Dissertation Abstracts International|
|Subjects:||Middle School education, Individual & family studies|
|Keywords:||Joyce Epstein, Response to intervention, School-Family-Community Questionnaire, Southwestern United States, Title I middle schools|
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