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effects can be seen (Hornby, 2011; Fan & Chen, 2001; Driessen et al,
2005). As a preservice teacher it is essential to have an understanding of
the types of parental involvement that are beneficial to different year
levels, along with being presented with opportunities for hands-on
experience in practicing strategies to increase parental involvement in the
classroom and at home. This study aims to explore the effectiveness of a
variety of different teacher-mediated strategies on improving levels of
parental involvement in order to maximize the educational outcomes of all
students.
Methodology:
The aim of this study is to examine the effect of various teacher-mediated
strategies on increasing levels of parental involvement in the classroom.
Due to the open-ended nature of the proposed research question, this
study will be done using a qualitative rather than quantitative research
approach. Qualitative research explores open-ended questions within realworld contexts, resulting in multidimensional studies which evolve over
the course of the research (Leedy & Ormrod, 2010). Current research
supports this methodological decision, with Fan and Chen (2001) stating
that a considerable amount of literature surrounding parental involvement
in education is qualitative, with open-ended surveys, questionnaires and
interviews forming the basis of much research in this field.
An action research process will be followed throughout this study. Action
research directly addresses the problem of the division between theory
and practice (Noffke & Somekh, 2005 p.89). Rather than being a linear
process, action research integrates the development of practice with the
construction of research knowledge in a cyclical process of problem
identification, action and reflection (Noffke & Somekh, 2005 p.89; Burns,
2000). Values based and focused on improving individual practices, action
research has an immediate impact [as] it is an integral part of day-to-day
work (Noffke & Somekh, 2005 p.89).
Participants:
The teacher, parents and students of a Year 2 classroom in a coeducational, Adelaide North-Eastern suburbs based, Government funded
primary school will be invited to participate in this study. Ideally, this will
include parents from various socio-economic, cultural and family
backgrounds (single-parent mother, single-parent father, extended family
under one roof, working parent/s, studying parent/s). It will also seek
participation from additional staff members in order to ascertain whether
a prevailing norm exists within the school as a whole.
Methods:
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Observation will begin in phase one of the study, with initial levels of
parental involvement noted in a journal, and continue throughout the
study. All occurrences of involvement, including frequency, duration and
type will be noted, along with the gender of the parent to identify whether
gender plays a role in the type and frequency of parental involvement.
Analysis:
Data will be analysed using mixed-method analysis. Questionnaires will be
content analysed, with the raw data to be converted into percentages in
order to easily identify overarching themes and patterns. Journals,
reflection and any notes taken during observation will be thematic
analysed in order to identify, analyse and report patterns, themes and key
words within the data which link to pre-existing literature (Braun & Clarke,
2008).
Ethics:
Steps will be taken in order to ensure this study aligns with the National
Statement on Ethical Conduct in Human Research 2007 (2007).
Confidentiality will be assured to all participants throughout the duration
of the study. Prior to commencement of the study consent will be obtained
from all participants in writing. Parents/guardians will provide consent for
themselves and students. A photocopy of the consent form will be
provided to all participants for their personal records, with the original
being kept by the researcher. All participants have the right to withdraw at
any stage, or choose not to complete any aspect of the study.
Validity:
Threats to validity will be decreased through a number of steps, including
the selection of appropriate methodology and instrumentation for data
collection along with the creation and use of appropriate data collection
instruments (Cohen et al, 2011). Steps will also be taken to encourage
completion of questionnaires through ease of use and friendly reminders
and to ensure the research question is answered (Cohen et al, 2011).
Subjective interpretation and selective use of the data will also be
avoided, as will making broad generalizations about the data (Cohen et al,
2011).
Outcomes/Possible Impact:
Literature indicates that parental involvement is an area that breeds
anxiety in preservice teachers (Groundwater-Smith et al, 2011). While the
benefits of parental involvement have been clearly documented and
teachers are aware that it is important for student learning and wellbeing,
few implement strategies to encourage parents to become involved
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References
Australian Government Department of Education, Employment and
Workplace Relations, 2008, Family-school partnerships framework,
Australian Government Department of Education, Employment and
Workplace Relations, viewed 16 November 2015,
<http://www.familyschool.org.au/files/3013/8451/8364/Familyschool_partnerships_framework.pdf>.
Australian Government, 2007, National statement on ethical conduct in
human research 2007, National Health and Medical Research Council,
viewed 16 November 2015
<https://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/e72_na
tional_statement_may_2015_150514_a.pdf>.
Australian Government Department of Education, Employment and
Workplace Relations, 2008, Family-school partnerships framework,
Australian Government Department of Education, Employment and
Workplace Relations, viewed 16 November 2015,
<http://www.familyschool.org.au/files/3013/8451/8364/Familyschool_partnerships_framework.pdf>.
Braun, V & Clarke, V 2006, Using thematic analysis in psychology,
Qualitative Research in Psychology, vol. 3, no. 2, pp. 77-101, viewed
November 18 2015, <http://dx.doi.org/10.1191/1478088706qp063oa>.
Burns, R 2000, Action research, in R Burns, Introduction to research
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November 2015,
<http://search.library.unisa.edu.au/media/readings/9986860301831/5386
938460001831>.
Cohen, L, Manion, L & Morrison, K 2011, Research methods in education,
Routledge, London.
Department for Education and Training, 2010, Action research in
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920500148713/epdf>.
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October 2015,
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_Involvement(2).pdf>.
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Appendix B:
Parent Involvement Questionnaire
Please answer each question below. Pick the answer/s that best describes
you and your situation.
1. Who is filling out this questionnaire?
____ Mother
____ Father
____ Both Parents
____ Guardian
____ Other (please specify)
2. I work
____ part-time
____ full-time
____ not at all
____ study
____ other (please specify)
3. Which ways best describe how your childs teacher has
communicated with you?
Pick all that apply
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____
____
____
____
____
____
____
____
13.
Pick
____
____
____
14.
How can I support your involvement in your childs education?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Appendix C
Parent Involvement Questionnaire A Teachers Perspective
Please answer each question below. Pick the answer/s that best describes
you and your situation.
1. I have been a teacher for
____ 0-3 years
____ 3-5 years
____ 5-10 years
____ 10-15 years
____ 15-20 years
____ 20+ years
2. I have worked at the school I am currently employed at for ____
years.
3. I have taught the following year levels
Pick all that apply
____ Reception
____ Year 1
____ Year 2
____ Year 3
____ Year 4
____ Year 5
____ Year 6
____ Year 7
4. I am currently teaching a Year ____ class
5. Which ways best describe how you communicate with
parents/caregivers?
Pick all that apply
____ letters and notes (formal)
____ letters and notes (informal)
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____
____
____
____
____
____
parent-teacher interview
parent newsletters
phone calls
informal conversations before school
informal conversations after school
online (school/classroom website)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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