Date

7-2013

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Leonard Parker

Primary Subject Area

Education, General; Education, Secondary; Education, Sociology of

Keywords

involvement, parent, perceptions

Disciplines

Education | Educational Assessment, Evaluation, and Research | Educational Sociology | Social and Behavioral Sciences

Abstract

The purpose of this study was to examine the perceptions of middle school teachers in Title I and non-Title I schools with regard to parental involvement. A causal-comparative design was used, and four null hypotheses were tested by the use of four 1-way analysis of variances (ANOVAs) with Bonferroni's adjustment method to correct for family-wise inflation of alpha error. A researcher generated survey, based on Epstein's (2002) Six Types of Parental Involvement, was conducted which consisted of responses in regard to the level of effectiveness of 28 parental involvement activities from 50 teachers in Title I Schools and 50 teachers in non-Title I schools to test whether there was a significant difference. This researcher found that there was a statistically significant difference (p < .05) between the Title I School teacher responses and the non-Title I teacher responses for one of the four research hypotheses. The researcher failed to reject the remaining three null hypotheses. The results indicated that parental involvement initiatives need to be clearer in Title I schools and non-Title I schools due to the differing perceptions of both groups of teachers as measured on the survey. In addition, the researcher found that it was important to have activities, which involved all parents; this finding was statistically significant with a (p < .05) between the two groups. Also, the resultant implications and recommendations are included.

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