subject:(involvement)

University of Georgia

1. Dove, Meghan Mimi. Parent involvement: the impact of community connections and technology.

Degree: PhD, Child and Family Development, 2013, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/dove_meghan_m_201308_phd

► The benefits of parent involvement have been found to impact children, parents, teachers, and schools as a whole. This study builds of the Hoover-Dempsey and… (more)

Subjects/Keywords: Parent Involvement

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APA (6^th Edition):

Dove, M. M. (2013). Parent involvement: the impact of community connections and technology. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/dove_meghan_m_201308_phd

Chicago Manual of Style (16^th Edition):

Dove, Meghan Mimi. “Parent involvement: the impact of community connections and technology.” 2013. Doctoral Dissertation, University of Georgia. Accessed February 22, 2019. http://purl.galileo.usg.edu/uga_etd/dove_meghan_m_201308_phd.

MLA Handbook (7^th Edition):

Dove, Meghan Mimi. “Parent involvement: the impact of community connections and technology.” 2013. Web. 22 Feb 2019.

Vancouver:

Dove MM. Parent involvement: the impact of community connections and technology. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2019 Feb 22]. Available from: http://purl.galileo.usg.edu/uga_etd/dove_meghan_m_201308_phd.

Council of Science Editors:

Dove MM. Parent involvement: the impact of community connections and technology. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/dove_meghan_m_201308_phd

University of Georgia

2. Robinson, Donna Maira. Parental involvement and middle grades mathematics education.

Degree: PhD, Middle School Education, 2008, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/robinson_donna_m_200808_phd

► Parents of seventh grade students in an urban Georgia middle school that has a magnetcomponent were surveyed in Spring, 2008. Aspects of their involvement in… (more)

Subjects/Keywords: parental involvement

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APA (6^th Edition):

Robinson, D. M. (2008). Parental involvement and middle grades mathematics education. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/robinson_donna_m_200808_phd

Chicago Manual of Style (16^th Edition):

Robinson, Donna Maira. “Parental involvement and middle grades mathematics education.” 2008. Doctoral Dissertation, University of Georgia. Accessed February 22, 2019. http://purl.galileo.usg.edu/uga_etd/robinson_donna_m_200808_phd.

MLA Handbook (7^th Edition):

Robinson, Donna Maira. “Parental involvement and middle grades mathematics education.” 2008. Web. 22 Feb 2019.

Vancouver:

Robinson DM. Parental involvement and middle grades mathematics education. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Feb 22]. Available from: http://purl.galileo.usg.edu/uga_etd/robinson_donna_m_200808_phd.

Council of Science Editors:

Robinson DM. Parental involvement and middle grades mathematics education. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/robinson_donna_m_200808_phd

University of Georgia

3. Lim, Minjung. An analysis of ethnic networking of Korean immigrant parents in school participation.

Degree: PhD, Early Childhood Education, 2009, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/lim_minjung_200908_phd

► Parent involvement in schools involves constantly constructing meaning through social interactions. Immigrant parents often encounter structural barriers that constrain their ownerships in schools, and turn… (more)

Subjects/Keywords: Parent involvement

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APA (6^th Edition):

Lim, M. (2009). An analysis of ethnic networking of Korean immigrant parents in school participation. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lim_minjung_200908_phd

Chicago Manual of Style (16^th Edition):

Lim, Minjung. “An analysis of ethnic networking of Korean immigrant parents in school participation.” 2009. Doctoral Dissertation, University of Georgia. Accessed February 22, 2019. http://purl.galileo.usg.edu/uga_etd/lim_minjung_200908_phd.

MLA Handbook (7^th Edition):

Lim, Minjung. “An analysis of ethnic networking of Korean immigrant parents in school participation.” 2009. Web. 22 Feb 2019.

Vancouver:

Lim M. An analysis of ethnic networking of Korean immigrant parents in school participation. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 Feb 22]. Available from: http://purl.galileo.usg.edu/uga_etd/lim_minjung_200908_phd.

Council of Science Editors:

Lim M. An analysis of ethnic networking of Korean immigrant parents in school participation. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/lim_minjung_200908_phd

University of Georgia

4. Dove, Meghan Mimi. Head Start children’s literacy predictors: home environment, school environment, and family resources.

Degree: MS, Child and Family Development, 2011, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/dove_meghan_m_201105_ms

► This study examined the relationship between parental involvement routines and family resources and former Head Start children’s literacy outcomes. A subsample of 3,808 kindergarten children… (more)

Subjects/Keywords: Family Involvement

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APA (6^th Edition):

Dove, M. M. (2011). Head Start children’s literacy predictors: home environment, school environment, and family resources. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/dove_meghan_m_201105_ms

Chicago Manual of Style (16^th Edition):

Dove, Meghan Mimi. “Head Start children’s literacy predictors: home environment, school environment, and family resources.” 2011. Masters Thesis, University of Georgia. Accessed February 22, 2019. http://purl.galileo.usg.edu/uga_etd/dove_meghan_m_201105_ms.

MLA Handbook (7^th Edition):

Dove, Meghan Mimi. “Head Start children’s literacy predictors: home environment, school environment, and family resources.” 2011. Web. 22 Feb 2019.

Vancouver:

Dove MM. Head Start children’s literacy predictors: home environment, school environment, and family resources. [Internet] [Masters thesis]. University of Georgia; 2011. [cited 2019 Feb 22]. Available from: http://purl.galileo.usg.edu/uga_etd/dove_meghan_m_201105_ms.

Council of Science Editors:

Dove MM. Head Start children’s literacy predictors: home environment, school environment, and family resources. [Masters Thesis]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/dove_meghan_m_201105_ms

University of Georgia

5. Kozak, Melissa Scott. Cultivating partnerships and putting down roots: family and community involvement through vegetable gardening.

Degree: PhD, Child and Family Development, 2011, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/kozak_melissa_s_201108_phd

► Because of the limited understanding of learning in school gardens, a participatory action research study was conducted. A school enrichment cluster enabled a group of… (more)

Subjects/Keywords: Family Involvement

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APA (6^th Edition):

Kozak, M. S. (2011). Cultivating partnerships and putting down roots: family and community involvement through vegetable gardening. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kozak_melissa_s_201108_phd

Chicago Manual of Style (16^th Edition):

Kozak, Melissa Scott. “Cultivating partnerships and putting down roots: family and community involvement through vegetable gardening.” 2011. Doctoral Dissertation, University of Georgia. Accessed February 22, 2019. http://purl.galileo.usg.edu/uga_etd/kozak_melissa_s_201108_phd.

MLA Handbook (7^th Edition):

Kozak, Melissa Scott. “Cultivating partnerships and putting down roots: family and community involvement through vegetable gardening.” 2011. Web. 22 Feb 2019.

Vancouver:

Kozak MS. Cultivating partnerships and putting down roots: family and community involvement through vegetable gardening. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Feb 22]. Available from: http://purl.galileo.usg.edu/uga_etd/kozak_melissa_s_201108_phd.

Council of Science Editors:

Kozak MS. Cultivating partnerships and putting down roots: family and community involvement through vegetable gardening. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/kozak_melissa_s_201108_phd

University of Georgia

6. Akindipe, Olutola Opeyemi. Mathematics achievement motivation: the relationship between parental involvement and mathematics self-efficacy among Nigerian elementary school students.

Degree: MA, Educational Psychology, 2015, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/akindipe_olutola_o_201512_ma

► This study was carried out to find out the relationship that exists between parental involvement, Mathematics self-efficacy and Mathematics achievement motivation of elementary school students… (more)

Subjects/Keywords: Parental involvement

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APA (6^th Edition):

Akindipe, O. O. (2015). Mathematics achievement motivation: the relationship between parental involvement and mathematics self-efficacy among Nigerian elementary school students. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/akindipe_olutola_o_201512_ma

Chicago Manual of Style (16^th Edition):

Akindipe, Olutola Opeyemi. “Mathematics achievement motivation: the relationship between parental involvement and mathematics self-efficacy among Nigerian elementary school students.” 2015. Masters Thesis, University of Georgia. Accessed February 22, 2019. http://purl.galileo.usg.edu/uga_etd/akindipe_olutola_o_201512_ma.

MLA Handbook (7^th Edition):

Akindipe, Olutola Opeyemi. “Mathematics achievement motivation: the relationship between parental involvement and mathematics self-efficacy among Nigerian elementary school students.” 2015. Web. 22 Feb 2019.

Vancouver:

Akindipe OO. Mathematics achievement motivation: the relationship between parental involvement and mathematics self-efficacy among Nigerian elementary school students. [Internet] [Masters thesis]. University of Georgia; 2015. [cited 2019 Feb 22]. Available from: http://purl.galileo.usg.edu/uga_etd/akindipe_olutola_o_201512_ma.

Council of Science Editors:

Akindipe OO. Mathematics achievement motivation: the relationship between parental involvement and mathematics self-efficacy among Nigerian elementary school students. [Masters Thesis]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/akindipe_olutola_o_201512_ma

University of Georgia

7. Wilson, Erica L. "Do I have to play?": a comparison of parental involvement associated with athletic participation in urban and rural communities.

Degree: MS, Child and Family Development, 2007, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/wilson_erica_l_200705_ms

► In response to recent research and media exposure that parents are a source of pressure for children participating in athletics, this study was conducted to… (more)

Subjects/Keywords: Parental involvement

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APA (6^th Edition):

Wilson, E. L. (2007). "Do I have to play?": a comparison of parental involvement associated with athletic participation in urban and rural communities. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/wilson_erica_l_200705_ms

Chicago Manual of Style (16^th Edition):

Wilson, Erica L. “"Do I have to play?": a comparison of parental involvement associated with athletic participation in urban and rural communities.” 2007. Masters Thesis, University of Georgia. Accessed February 22, 2019. http://purl.galileo.usg.edu/uga_etd/wilson_erica_l_200705_ms.

MLA Handbook (7^th Edition):

Wilson, Erica L. “"Do I have to play?": a comparison of parental involvement associated with athletic participation in urban and rural communities.” 2007. Web. 22 Feb 2019.

Vancouver:

Wilson EL. "Do I have to play?": a comparison of parental involvement associated with athletic participation in urban and rural communities. [Internet] [Masters thesis]. University of Georgia; 2007. [cited 2019 Feb 22]. Available from: http://purl.galileo.usg.edu/uga_etd/wilson_erica_l_200705_ms.

Council of Science Editors:

Wilson EL. "Do I have to play?": a comparison of parental involvement associated with athletic participation in urban and rural communities. [Masters Thesis]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/wilson_erica_l_200705_ms

University of Georgia

8. King, Shireen Powell. Expected and actual parental involvement during the college years: perceptions of parents and students.

Degree: PhD, Counseling and Student Personnel Services, 2007, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/king_shireen_p_200708_phd

► The majority of today’s traditional-age college students are from the Millennial generation, meaning, among other things, that they have a different type of relationship with… (more)

▼ The majority of today’s traditional-age college students are from the Millennial generation, meaning, among other things, that they have a different type of relationship with their parents than previous generations. Typically, their parents have been involved in their school lives throughout their K-12 years. Many parents expect to continue being involved while their sons and daughters are in college. Because there is a changing trend in parent-child relationships and this change is being seen in higher education, administrators need to understand and prepare for the impact of these trends. In order to meet the challenges surrounding parental involvement and to create avenues for improvement of parent-student-institution relationships, it is important to have a clear understanding of the underpinnings and the expectations of parents and traditional-age college students. Much of what is available in the literature today regarding parental involvement during the college years is anecdotal and conceptual in nature. The purpose of this study was to examine parental involvement from the perspectives of today’s traditional-age college students and their parents, including the examination of several variables (race/ethnicity, gender, family income level, educational background of the parent, having siblings in college, first generation to attend college, student classification, type of institution currently attending, or level of parental involvement in high school) to determine if differences existed in their expectations for involvement. Additionally, 122 parent-student family unit matched pairs were examined for similarities and differences in their perceptions of parental involvement. Two parallel versions of the College Parent Experience Questionnaire (CPEQ) were administered online: one for college students and one for their parents. Data analysis of the 502 parent respondents and 159 student respondents produced a multitude of significant findings. These findings provide empirical data on parental involvement that will guide institutions in the development of parent programs, parent offices, and guideline for parent interactions. Additionally this information is useful when planning programs for today’s Millennial college students. Advisors/Committee Members: Diane L. Cooper.

Subjects/Keywords: parent involvement

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APA (6^th Edition):

King, S. P. (2007). Expected and actual parental involvement during the college years: perceptions of parents and students. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/king_shireen_p_200708_phd

Chicago Manual of Style (16^th Edition):

King, Shireen Powell. “Expected and actual parental involvement during the college years: perceptions of parents and students.” 2007. Doctoral Dissertation, University of Georgia. Accessed February 22, 2019. http://purl.galileo.usg.edu/uga_etd/king_shireen_p_200708_phd.

MLA Handbook (7^th Edition):

King, Shireen Powell. “Expected and actual parental involvement during the college years: perceptions of parents and students.” 2007. Web. 22 Feb 2019.

Vancouver:

King SP. Expected and actual parental involvement during the college years: perceptions of parents and students. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Feb 22]. Available from: http://purl.galileo.usg.edu/uga_etd/king_shireen_p_200708_phd.

Council of Science Editors:

King SP. Expected and actual parental involvement during the college years: perceptions of parents and students. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/king_shireen_p_200708_phd

University of Houston

9. -7270-5400. Is Parental Involvement a Predictor of Academic Achievement?: Administrators' Insights.

Degree: Curriculum and Instruction, Department of, 2015, University of Houston

URL: http://hdl.handle.net/10657/1805

► This study addresses the critical issue of parental involvement in the educational process. Educational research overwhelmingly reveals the importance of parental involvement for students. In… (more)

Subjects/Keywords: Parental Involvement

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APA (6^th Edition):

-7270-5400. (2015). Is Parental Involvement a Predictor of Academic Achievement?: Administrators' Insights. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1805

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

-7270-5400. “Is Parental Involvement a Predictor of Academic Achievement?: Administrators' Insights.” 2015. Thesis, University of Houston. Accessed February 22, 2019. http://hdl.handle.net/10657/1805.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

-7270-5400. “Is Parental Involvement a Predictor of Academic Achievement?: Administrators' Insights.” 2015. Web. 22 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-7270-5400. Is Parental Involvement a Predictor of Academic Achievement?: Administrators' Insights. [Internet] [Thesis]. University of Houston; 2015. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10657/1805.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-7270-5400. Is Parental Involvement a Predictor of Academic Achievement?: Administrators' Insights. [Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1805

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Duquesne University

10. Bauman, Harry. The Relationship Between Academic Achievement and Economic Level at Selected High Schools in Western Pennsylvania and Their Impact on the Degree and Success of Parental Inovlvement Strategies.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2011, Duquesne University

URL: https://dsc.duq.edu/etd/274

► Education accountability has risen due to the requirements of the federal No Child Left Behind Act of 2001 (NCLB) legislation, and practitioners are working harder,… (more)

▼ Education accountability has risen due to the requirements of the federal No Child Left Behind Act of 2001 (NCLB) legislation, and practitioners are working harder, and with more creativity, than at any other time in recent history to find ways to improve student achievement. If a school fails to meet what has been determined to be "adequate yearly progress" (AYP), a mandated set of prescriptive guidelines, requirements and sanctions, are imposed by the government. One of these requirements is that an improvement plan be developed and approved by the department of education. This plan must include a listing of policies and procedures that define how the school will improve and increase the involvement of its parents and community. The involvement of parents in the education of their children has been shown to have a significant impact on the student's achievement in school. Improving parental involvement has become an increasingly evident theme in federal legislation over the last two decades. NCLB and other educational legislation require the adoption of parent involvement policies that will build the schools' and the parents' capacity to work together. Since a great number of high schools are preparing these improvement plans, now is an advantageous time for gathering information on programs, activities, and initiatives being instituted by high schools that are improving the number, as well as the quality, of the parents' involvement in the education of their high school age children. Idea sharing, brainstorming, and heated debate are happening any time two or more educators get together. The work of this study will be to survey high school principals, teachers, and involved parents, to determine what, in this fertile and active education environment, is working to increase the amount and quality of parent involvement at the high school level. This information will add to the body of collective educational tools used to increase the quantity and quality of parental involvement practices at the secondary level. Special attention will be given to parental involvement programs that are proving effective in districts facing the added educational and social challenges that arise from poverty. Advisors/Committee Members: Jean R. Higgins, Stephen J. Tomaino, Gibbs Kanyongo.

Subjects/Keywords: Parental involvement

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APA (6^th Edition):

Bauman, H. (2011). The Relationship Between Academic Achievement and Economic Level at Selected High Schools in Western Pennsylvania and Their Impact on the Degree and Success of Parental Inovlvement Strategies. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/274

Chicago Manual of Style (16^th Edition):

Bauman, Harry. “The Relationship Between Academic Achievement and Economic Level at Selected High Schools in Western Pennsylvania and Their Impact on the Degree and Success of Parental Inovlvement Strategies.” 2011. Doctoral Dissertation, Duquesne University. Accessed February 22, 2019. https://dsc.duq.edu/etd/274.

MLA Handbook (7^th Edition):

Bauman, Harry. “The Relationship Between Academic Achievement and Economic Level at Selected High Schools in Western Pennsylvania and Their Impact on the Degree and Success of Parental Inovlvement Strategies.” 2011. Web. 22 Feb 2019.

Vancouver:

Bauman H. The Relationship Between Academic Achievement and Economic Level at Selected High Schools in Western Pennsylvania and Their Impact on the Degree and Success of Parental Inovlvement Strategies. [Internet] [Doctoral dissertation]. Duquesne University; 2011. [cited 2019 Feb 22]. Available from: https://dsc.duq.edu/etd/274.

Council of Science Editors:

Bauman H. The Relationship Between Academic Achievement and Economic Level at Selected High Schools in Western Pennsylvania and Their Impact on the Degree and Success of Parental Inovlvement Strategies. [Doctoral Dissertation]. Duquesne University; 2011. Available from: https://dsc.duq.edu/etd/274

Boston College

11. Nosek, Erin Marie. The Initiation and Implementation of a K-2 Parent Involvement Program in a Rural Context.

Degree: EdD, Educational Administration and Higher Education, 2009, Boston College

URL: http://dlib.bc.edu/islandora/object/bc-ir:101826

► This qualitative case study focused on K-2 Parent Involvement in a small rural elementary school. It was designed to review the types of parent involvement… (more)

▼ This qualitative case study focused on K-2 Parent Involvement in a small rural elementary school. It was designed to review the types of parent involvement that occur over time and to identify the most effective forms of parent involvement. The study also investigated specific teacher beliefs and behaviors related to parent involvement and documented any changes in these beliefs and behaviors as a result of being in the study. A final review of challenges to parent involvement was documented. Data was collected from six volunteer teachers working in kindergarten, grade one, and grade two. Data collection tools included staff pre and post interviews, staff surveys, classroom parent involvement logs, and teacher monthly reflection prompts. The findings of the study indicate that teachers do value parent involvement and that they believe they encourage this involvement in their classroom. The teachers also believe there is a link between parent involvement and student achievement. The teachers in this study identified many challenges to the creation of a parent involvement program including time constraints of parents and teachers, a classroom and school structure that may not welcome or support parent involvement, as well as an education or training issue for parents, so that they may understand the benefits of parent involvement. It was also suggested that teachers would benefit from professional development in the area of parent involvement. Implications for practice include offering workshops for parents on curriculum expectations and on the importance of parent involvement, professional development for teachers highlighting the need for parent involvement, initiating a coordinated school wide parent involvement program, and creating a welcoming and supportive school climate that encourages parent involvement. Limitations to the study include the small sample size, the short duration of the study, and the researcher's role as superintendent. Advisors/Committee Members: Elizabeth Twomey (Thesis advisor), Robert Starratt (Thesis advisor).

Subjects/Keywords: Parent Involvement

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APA (6^th Edition):

Nosek, E. M. (2009). The Initiation and Implementation of a K-2 Parent Involvement Program in a Rural Context. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101826

Chicago Manual of Style (16^th Edition):

Nosek, Erin Marie. “The Initiation and Implementation of a K-2 Parent Involvement Program in a Rural Context.” 2009. Doctoral Dissertation, Boston College. Accessed February 22, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101826.

MLA Handbook (7^th Edition):

Nosek, Erin Marie. “The Initiation and Implementation of a K-2 Parent Involvement Program in a Rural Context.” 2009. Web. 22 Feb 2019.

Vancouver:

Nosek EM. The Initiation and Implementation of a K-2 Parent Involvement Program in a Rural Context. [Internet] [Doctoral dissertation]. Boston College; 2009. [cited 2019 Feb 22]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101826.

Council of Science Editors:

Nosek EM. The Initiation and Implementation of a K-2 Parent Involvement Program in a Rural Context. [Doctoral Dissertation]. Boston College; 2009. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101826

Virginia Tech

12. Sedory, Stacy Jill. Comparing the Viewpoint: Understanding New and Experienced High School Teachers' Perceptions of Parent Involvement in Students' Educational Experiences.

Degree: EdD, Educational Leadership and Policy Studies, 2014, Virginia Tech

URL: http://hdl.handle.net/10919/48590

► The purpose of this study was to examine the high school teacher's perceptions of parent involvement and how viewpoints differ based on years of experience… (more)

Subjects/Keywords: Parent Involvement

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APA (6^th Edition):

Sedory, S. J. (2014). Comparing the Viewpoint: Understanding New and Experienced High School Teachers' Perceptions of Parent Involvement in Students' Educational Experiences. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/48590

Chicago Manual of Style (16^th Edition):

Sedory, Stacy Jill. “Comparing the Viewpoint: Understanding New and Experienced High School Teachers' Perceptions of Parent Involvement in Students' Educational Experiences.” 2014. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019. http://hdl.handle.net/10919/48590.

MLA Handbook (7^th Edition):

Sedory, Stacy Jill. “Comparing the Viewpoint: Understanding New and Experienced High School Teachers' Perceptions of Parent Involvement in Students' Educational Experiences.” 2014. Web. 22 Feb 2019.

Vancouver:

Sedory SJ. Comparing the Viewpoint: Understanding New and Experienced High School Teachers' Perceptions of Parent Involvement in Students' Educational Experiences. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10919/48590.

Council of Science Editors:

Sedory SJ. Comparing the Viewpoint: Understanding New and Experienced High School Teachers' Perceptions of Parent Involvement in Students' Educational Experiences. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/48590

University of Dayton

13. Mewezino, Abraham. Improving Schools By Improving Parental Involvement.

Degree: MSin Education (M.S.E.), Interdisciplinary Education, 2010, University of Dayton

URL: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1271983588

► In the past few decades, state and federal laws have promoted school collaboration, and a stronger role for parents in their children’s education. Collaboration… (more)

▼ In the past few decades, state and federal laws have promoted school collaboration, and a stronger role for parents in their children’s education. Collaboration has been one of the cornerstones for several educational movements, including school accountability and community schools, therefore it is vital that parents contribute to the process by becoming active participants. As a result, collaboration strategies have become central policy tools or instruments for improving education that is embedded in a variety of educational laws (e.g., the No Child Left Behind Act). Research shows that parental involvement at all grade levels, can assist in the academic and behavioral performance of students. When parents work collaboratively with schools, they assist in ensuring that effective practices are employed. Kochhar-Bryant (2008) notes that the ability of professionals and parents to collaborate to solve problems and to improve education has become so important that just about every set of new standards for the preparation of teachers, administrators, and related school personnel now addresses collaboration. Collaborative endeavors refer to relationships and strategies designed to ensure that quality services are Provided to meet every student’s educational needs. Collaboration has gained increasing attention because people accomplish more and make better decisions when they work effectively together. For too long parents were not included in the collaborative experience, therefore their concerns were not voiced. It is not surprising that collaboration between teachers and parents has become even more important because of the relevance in achieving new school reform requirements that promote equitable practices for every student. The reality is that these higher expectations for schools demand that educators develop a wider range of collaborative skills to partner with parents and communities. Advisors/Committee Members: Talbert-Johnson, Carolyn (Committee Chair).

Subjects/Keywords: Teacher Education; Parents' Involvement; Parents; Involvement; Education

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APA (6^th Edition):

Mewezino, A. (2010). Improving Schools By Improving Parental Involvement. (Masters Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1271983588

Chicago Manual of Style (16^th Edition):

Mewezino, Abraham. “Improving Schools By Improving Parental Involvement.” 2010. Masters Thesis, University of Dayton. Accessed February 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1271983588.

MLA Handbook (7^th Edition):

Mewezino, Abraham. “Improving Schools By Improving Parental Involvement.” 2010. Web. 22 Feb 2019.

Vancouver:

Mewezino A. Improving Schools By Improving Parental Involvement. [Internet] [Masters thesis]. University of Dayton; 2010. [cited 2019 Feb 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1271983588.

Council of Science Editors:

Mewezino A. Improving Schools By Improving Parental Involvement. [Masters Thesis]. University of Dayton; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1271983588

Addis Ababa University

14. Aklilu, Bekele. COMPARATIVE STUDY OF STUDENTS’ ASSESSMENT IN GENERAL MECHANICS IN THREE TVET COLLEGES IN ADDIS ABABA .

Degree: 2008, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/6433

► This study, aimed to describe and analyze the existing assessment practices in General Mechanics in TVET sector in a comparative manner among some selected Government,… (more)

▼ This study, aimed to describe and analyze the existing assessment practices in General Mechanics in TVET sector in a comparative manner among some selected Government, private and NGO Colleges in Addis Ababa and the contribution of the assessment practices toward the enhancement of quality learning. The sample participants of the study were 24 instructors and 18 students, enrolled at 10 + 3 program in 2007/08 academic calendar from the three selected private, Government and NGO Colleges. Interview and Focused Group Discussion were conducted, questionnaire is administered to find out how assessment is conducted and how the information gleaned from the assessment is used and how often the instructors exercise the assessment formatively as an integral part of the teaching and learning process with respect to students’ involvement in the learning, modeling of quality work, giving feedback and self assessment. Document analysis is also undertaken. Both the quantitative and qualitative data collected are analyzed and interpreted. The qualitative data are transcribed, translated, categorized and coded into recognizable themes. The tests and examination papers were also analyzed in terms of their content. The study finds out that the assessment on both students’ theoretical knowledge and the practical skills in continuous manner is the practice that promotes quality. The weak areas addressed in the study are that formative assessment lacks detailed criteria and achievement is not evaluated against prescribed learning outcomes. Besides, there is no meaningful involvement of learners in the learning. There is also a lack of self assessment and the test papers inclined to focus on the cognitive aspect of learning. The study recommends that assessment primarily needs to focus on the progress towards the objective performance requirements rather than comparison between individuals. It is also needed to be done formatively with clear intention and teachers adjust their teaching accordingly. Students are needed to have involvement in peer assessment. Advisors/Committee Members: Desalegn Chalchisa (advisor).

Subjects/Keywords: cognitive aspect involvement

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APA (6^th Edition):

Aklilu, B. (2008). COMPARATIVE STUDY OF STUDENTS’ ASSESSMENT IN GENERAL MECHANICS IN THREE TVET COLLEGES IN ADDIS ABABA . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6433

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Aklilu, Bekele. “COMPARATIVE STUDY OF STUDENTS’ ASSESSMENT IN GENERAL MECHANICS IN THREE TVET COLLEGES IN ADDIS ABABA .” 2008. Thesis, Addis Ababa University. Accessed February 22, 2019. http://etd.aau.edu.et/dspace/handle/123456789/6433.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Aklilu, Bekele. “COMPARATIVE STUDY OF STUDENTS’ ASSESSMENT IN GENERAL MECHANICS IN THREE TVET COLLEGES IN ADDIS ABABA .” 2008. Web. 22 Feb 2019.

Vancouver:

Aklilu B. COMPARATIVE STUDY OF STUDENTS’ ASSESSMENT IN GENERAL MECHANICS IN THREE TVET COLLEGES IN ADDIS ABABA . [Internet] [Thesis]. Addis Ababa University; 2008. [cited 2019 Feb 22]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6433.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Aklilu B. COMPARATIVE STUDY OF STUDENTS’ ASSESSMENT IN GENERAL MECHANICS IN THREE TVET COLLEGES IN ADDIS ABABA . [Thesis]. Addis Ababa University; 2008. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6433

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – Sacramento

15. Salda??a, Joanna Danielle. The effects of Latino parent engagement on the number of Latino students attending four-year universities.

Degree: MA, Education (Higher Education Leadership, 2014, California State University – Sacramento

URL: http://hdl.handle.net/10211.3/125307

► Much of the literature on parent involvement from the educator???s perspective focuses on programs designed to include parents in the process of schooling (Cutrona, Cole,… (more)

Subjects/Keywords: Hispanic; College; Involvement

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APA (6^th Edition):

Salda??a, J. D. (2014). The effects of Latino parent engagement on the number of Latino students attending four-year universities. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/125307

Chicago Manual of Style (16^th Edition):

Salda??a, Joanna Danielle. “The effects of Latino parent engagement on the number of Latino students attending four-year universities.” 2014. Masters Thesis, California State University – Sacramento. Accessed February 22, 2019. http://hdl.handle.net/10211.3/125307.

MLA Handbook (7^th Edition):

Salda??a, Joanna Danielle. “The effects of Latino parent engagement on the number of Latino students attending four-year universities.” 2014. Web. 22 Feb 2019.

Vancouver:

Salda??a JD. The effects of Latino parent engagement on the number of Latino students attending four-year universities. [Internet] [Masters thesis]. California State University – Sacramento; 2014. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10211.3/125307.

Council of Science Editors:

Salda??a JD. The effects of Latino parent engagement on the number of Latino students attending four-year universities. [Masters Thesis]. California State University – Sacramento; 2014. Available from: http://hdl.handle.net/10211.3/125307

Oklahoma State University

16. Zacherman, Avi. Relationship Between Involvement in Extracurricular Activities and Academic Performance.

Degree: School of Teaching and Curriculum Leadership, 2010, Oklahoma State University

URL: http://hdl.handle.net/11244/9803

► This study made use of a sample of the 2006 National Survey for Student Engagement dataset. The variables being examined were time spent involved in… (more)

Subjects/Keywords: academic; extracurricular; involvement

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APA (6^th Edition):

Zacherman, A. (2010). Relationship Between Involvement in Extracurricular Activities and Academic Performance. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/9803

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Zacherman, Avi. “Relationship Between Involvement in Extracurricular Activities and Academic Performance.” 2010. Thesis, Oklahoma State University. Accessed February 22, 2019. http://hdl.handle.net/11244/9803.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Zacherman, Avi. “Relationship Between Involvement in Extracurricular Activities and Academic Performance.” 2010. Web. 22 Feb 2019.

Vancouver:

Zacherman A. Relationship Between Involvement in Extracurricular Activities and Academic Performance. [Internet] [Thesis]. Oklahoma State University; 2010. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/11244/9803.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zacherman A. Relationship Between Involvement in Extracurricular Activities and Academic Performance. [Thesis]. Oklahoma State University; 2010. Available from: http://hdl.handle.net/11244/9803

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Illinois – Urbana-Champaign

17. Lavizzo, Mia Y. Black parent involvement: an untold story.

Degree: PhD, Educational Policy Studies, 2016, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/90880

► For over four decades, research has unequivocally proven academic achievement and parent involvement are directly linked. Much of the literature on parent involvement suggests it… (more)

▼ For over four decades, research has unequivocally proven academic achievement and parent involvement are directly linked. Much of the literature on parent involvement suggests it should be at the forefront of social concern if one hopes to advance towards academic excellence in America. According to researchers (Cole-Henderson, 2000; Sheridan & Gutkin, 2000) children whose parents are involved have higher education attainment rates, perform better on high stakes testing and in school achievement. However, absent from the literature are the voices of marginalized parents who bear the brunt of the blame for the achievement gap that currently exists between Black students and their White counterparts. This exploratory study examines the roles low-income Black parents construct for themselves in their children’s academic and social emotional success at home and in school. In this study, parent involvement refers to school-sanctioned, and school-authored activities in which parents participate. Ecologies of Parent Engagement (EPE) and Social Stratification were the theoretical frameworks used to situate the study. Ecology of Parent Engagement considers the how and whys of parent engagement, and how parents’ experiences with educators determine the way they engage in their children’s education in and out of the school community. Social Stratification was utilized to display how people are stratified into groups determined by their social status and social position in society. Qualitative research methods, specifically Critical Race Methodology (CRM), a counter storytelling method, and Portraiture methodology were used to provide a detailed picture of parent involvement based on the participant stories and experiences with school personnel and in their respective communities. In this study the findings unearthed race, social class, and educator perception as mitigating factors in how and why parents engaged or disconnect from their children’s school environment. Advisors/Committee Members: Trent, William (advisor), Span, Christopher (Committee Chair), Welton, Anjale (committee member), Lindsey, Brenda (committee member).

Subjects/Keywords: Black Parents; Involvement

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APA (6^th Edition):

Lavizzo, M. Y. (2016). Black parent involvement: an untold story. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90880

Chicago Manual of Style (16^th Edition):

Lavizzo, Mia Y. “Black parent involvement: an untold story.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 22, 2019. http://hdl.handle.net/2142/90880.

MLA Handbook (7^th Edition):

Lavizzo, Mia Y. “Black parent involvement: an untold story.” 2016. Web. 22 Feb 2019.

Vancouver:

Lavizzo MY. Black parent involvement: an untold story. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2142/90880.

Council of Science Editors:

Lavizzo MY. Black parent involvement: an untold story. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90880

Ohio University

18. Mahoney, Margaret A. The Relation between Parent Involvement and Student Academic Achievement: Parent, Teacher, and Child Perspectives.

Degree: MS, Psychology (Arts and Sciences), 2010, Ohio University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285798165

► Using a multidimensional conceptualization of parent involvement, this study examined the relations between academic achievement and parent involvement across three informants (parents, teachers, and children),… (more)

Subjects/Keywords: Education; Parent Involvement; Academic Achievement; Home Involvement; School Involvement; Expectations

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APA (6^th Edition):

Mahoney, M. A. (2010). The Relation between Parent Involvement and Student Academic Achievement: Parent, Teacher, and Child Perspectives. (Masters Thesis). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285798165

Chicago Manual of Style (16^th Edition):

Mahoney, Margaret A. “The Relation between Parent Involvement and Student Academic Achievement: Parent, Teacher, and Child Perspectives.” 2010. Masters Thesis, Ohio University. Accessed February 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285798165.

MLA Handbook (7^th Edition):

Mahoney, Margaret A. “The Relation between Parent Involvement and Student Academic Achievement: Parent, Teacher, and Child Perspectives.” 2010. Web. 22 Feb 2019.

Vancouver:

Mahoney MA. The Relation between Parent Involvement and Student Academic Achievement: Parent, Teacher, and Child Perspectives. [Internet] [Masters thesis]. Ohio University; 2010. [cited 2019 Feb 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285798165.

Council of Science Editors:

Mahoney MA. The Relation between Parent Involvement and Student Academic Achievement: Parent, Teacher, and Child Perspectives. [Masters Thesis]. Ohio University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285798165

University of Texas – Austin

19. Kwon, Yi Jeong. Empowerment/disempowerment issues in immigrant parents’ school involvement experiences in their children’s schooling : Korean immigrant mothers’ perceptions.

Degree: Curriculum and Instruction, 2012, University of Texas – Austin

URL: http://hdl.handle.net/2152/ETD-UT-2012-05-5742

► Using Delgado-Gaitan and Trueba’s (1991) empowerment/disempowerment definition as a framework, this dissertation investigated how Korean immigrant mothers perceived and practiced parental involvement in their children’s… (more)

▼ Using Delgado-Gaitan and Trueba’s (1991) empowerment/disempowerment definition as a framework, this dissertation investigated how Korean immigrant mothers perceived and practiced parental involvement in their children’s schooling, and how an empowerment/disempowerment process occurred during their involvement. To inquire into the research questions, this study used the qualitative case study method, and five Korean immigrant mothers were the cases. The interview method was used to gather data, and an unstructured interview protocol, as well as a semi-structured interview protocol, was used for the interviews. Each mother was interviewed three times. From this study, I found these things: For the concept of schooling, all the Korean mothers in this study agreed that schooling is all activities relevant to acquiring abilities related to having a better school life, and that the concept of parental involvement includes all the activities to support their children’s schooling, regardless of activity types. In a comparison of their beliefs and their practices for involvement, they show accord in terms of the comprehensive nature of parental involvement. However, there were also discrepancies between their perceptions and practices of involvement. To get an understanding of the discrepancy issue, their involvement experiences were explored, based on an empowerment/disempowerment framework. The Korean immigrant mothers showed distinctive features in empowerment and disempowerment while they were involved in their children’s schooling. First, they felt contradictory feelings—guilt and pride – toward their identity, and this influenced their empowerment and disempowerment. The second feature was the struggles that the Korean immigrant mothers reported: cultural differences, exclusion, and a lack of English skill for involvement. Last, the most salient feature to influence their empowerment/disempowerment was the standard they were using to evaluate their involvement. These findings were discussed in terms of the features of empowerment/ disempowerment and the factors that influenced their empowerment and disempowerment. The Korean mothers’ standard of evaluation was discussed in depth, since it was determined to be the most basic issue to impact their empowerment/ disempowerment experiences. Based on the findings, this dissertation concluded with presenting implications for teachers, educational administrators, and Korean immigrant mothers themselves, and with suggestions for future research. Advisors/Committee Members: Reifel, Robert Stuart (advisor), Schallert, Diane L. (committee member), Salinas, Cynthia S. (committee member), Suizzo, Marie-Anne P. (committee member), Urrieta, Luis (committee member).

Subjects/Keywords: Korean immigrant parents; Empowerment; Parental involvement; Parental involvement; School involvement

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APA (6^th Edition):

Kwon, Y. J. (2012). Empowerment/disempowerment issues in immigrant parents’ school involvement experiences in their children’s schooling : Korean immigrant mothers’ perceptions. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2012-05-5742

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kwon, Yi Jeong. “Empowerment/disempowerment issues in immigrant parents’ school involvement experiences in their children’s schooling : Korean immigrant mothers’ perceptions.” 2012. Thesis, University of Texas – Austin. Accessed February 22, 2019. http://hdl.handle.net/2152/ETD-UT-2012-05-5742.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kwon, Yi Jeong. “Empowerment/disempowerment issues in immigrant parents’ school involvement experiences in their children’s schooling : Korean immigrant mothers’ perceptions.” 2012. Web. 22 Feb 2019.

Vancouver:

Kwon YJ. Empowerment/disempowerment issues in immigrant parents’ school involvement experiences in their children’s schooling : Korean immigrant mothers’ perceptions. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5742.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kwon YJ. Empowerment/disempowerment issues in immigrant parents’ school involvement experiences in their children’s schooling : Korean immigrant mothers’ perceptions. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5742

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Louisiana State University

20. Crochet, Susan T. Perceived Teacher Preparation for Managing Parental Involvement in Parochial High Schools in a South Louisiana Catholic Diocese.

Degree: PhD, Other Education, 2017, Louisiana State University

URL: https://digitalcommons.lsu.edu/gradschool_dissertations/4108

► The primary purpose of this exploratory study was to determine the perceived level of preparedness for managing parental involvement and the source of that… (more)

Subjects/Keywords: parental involvement in education; conceptual framework; teacher preparation for parental involvement; managing parental involvement; parental involvement of private school; involvement programs

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APA (6^th Edition):

Crochet, S. T. (2017). Perceived Teacher Preparation for Managing Parental Involvement in Parochial High Schools in a South Louisiana Catholic Diocese. (Doctoral Dissertation). Louisiana State University. Retrieved from https://digitalcommons.lsu.edu/gradschool_dissertations/4108

Chicago Manual of Style (16^th Edition):

Crochet, Susan T. “Perceived Teacher Preparation for Managing Parental Involvement in Parochial High Schools in a South Louisiana Catholic Diocese.” 2017. Doctoral Dissertation, Louisiana State University. Accessed February 22, 2019. https://digitalcommons.lsu.edu/gradschool_dissertations/4108.

MLA Handbook (7^th Edition):

Crochet, Susan T. “Perceived Teacher Preparation for Managing Parental Involvement in Parochial High Schools in a South Louisiana Catholic Diocese.” 2017. Web. 22 Feb 2019.

Vancouver:

Crochet ST. Perceived Teacher Preparation for Managing Parental Involvement in Parochial High Schools in a South Louisiana Catholic Diocese. [Internet] [Doctoral dissertation]. Louisiana State University; 2017. [cited 2019 Feb 22]. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4108.

Council of Science Editors:

Crochet ST. Perceived Teacher Preparation for Managing Parental Involvement in Parochial High Schools in a South Louisiana Catholic Diocese. [Doctoral Dissertation]. Louisiana State University; 2017. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4108

21. Piotrowska-Gopinath, Kinga. A Parent Involvement Checklist as a Tool for Improving the Home-School Connection .

Degree: 2012, California State University – San Marcos

URL: http://hdl.handle.net/10211.8/285

► The purpose of this study was to examine the ways of parents??? involvement in education and help the parents to create an effective home-school partnership.… (more)

Subjects/Keywords: Home-school connection; Parent involvement; Home-school collaboration; Home-based involvement; School-based involvement

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APA (6^th Edition):

Piotrowska-Gopinath, K. (2012). A Parent Involvement Checklist as a Tool for Improving the Home-School Connection . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/285

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Piotrowska-Gopinath, Kinga. “A Parent Involvement Checklist as a Tool for Improving the Home-School Connection .” 2012. Thesis, California State University – San Marcos. Accessed February 22, 2019. http://hdl.handle.net/10211.8/285.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Piotrowska-Gopinath, Kinga. “A Parent Involvement Checklist as a Tool for Improving the Home-School Connection .” 2012. Web. 22 Feb 2019.

Vancouver:

Piotrowska-Gopinath K. A Parent Involvement Checklist as a Tool for Improving the Home-School Connection . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10211.8/285.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Piotrowska-Gopinath K. A Parent Involvement Checklist as a Tool for Improving the Home-School Connection . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/285

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Ohio University

22. Mathuews, Katy B. The Working Time-Poor: Time Poverty Implications for Working Students’ Involvement.

Degree: PhD, Higher Education (Education), 2018, Ohio University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1540829773983031

► With over 80% of undergraduate students working while enrolled in college (Bennett, McCarty & Carter, 2015; Darolia, 2014), it is important to understand how employment… (more)

▼ With over 80% of undergraduate students working while enrolled in college (Bennett, McCarty & Carter, 2015; Darolia, 2014), it is important to understand how employment affects the college experience. Understanding working students is particularly salient in the face of popular involvement literature in higher education, which champions investing time and energy in curricular and co-curricular activities (Astin, 1984). Working students may experience time constraints from juggling the responsibilities of student and worker. In this study, Vickery’s (1977) time poverty theory was used to examine how working students experience work-induced time constraints and the related effects on curricular and co-curricular involvement. The findings of the study show that participants considered working while enrolled in college a financial necessity. Their schedules, however, were often challenging with long days and few days off. Work-induced time constraints led to little or no co-curricular involvement and compromised curricular involvement. Additional responsibilities, such as military duty or child care, magnified the effects of working while in college. Participants also often felt a lack of empathy or understanding from their faculty and advisors. Despite the challenge of working while in school, participants considered work a source of skills development, emotional support, and a motivator to stay on top of school responsibilities. Participants experienced negative wellness effects such as stress and inadequate sleep. The findings of compromised involvement and wellness indicate the participants experienced time poverty. To alleviate the effects of time poverty participants engaged in the use of planners, strategic scheduling, and online course options. In response to the findings described above, this study includes participant-informed strategies to influence institutional and governmental policy to support working college students. Governmental policies include reforming financial need calculations, increasing financial support, and employment reform. Institutional policies include reframing student employment as involvement with increased on-campus employment opportunities. Institutional strategies may also include reimagining the curriculum and practicing empathy for working students. These initiatives bolster higher education’s commitment to providing access to all students. Advisors/Committee Members: Harrison, Laura (Committee Chair).

Subjects/Keywords: Higher Education; time poverty; working students; involvement; curricular involvement; co-curricular involvement

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APA (6^th Edition):

Mathuews, K. B. (2018). The Working Time-Poor: Time Poverty Implications for Working Students’ Involvement. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1540829773983031

Chicago Manual of Style (16^th Edition):

Mathuews, Katy B. “The Working Time-Poor: Time Poverty Implications for Working Students’ Involvement.” 2018. Doctoral Dissertation, Ohio University. Accessed February 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1540829773983031.

MLA Handbook (7^th Edition):

Mathuews, Katy B. “The Working Time-Poor: Time Poverty Implications for Working Students’ Involvement.” 2018. Web. 22 Feb 2019.

Vancouver:

Mathuews KB. The Working Time-Poor: Time Poverty Implications for Working Students’ Involvement. [Internet] [Doctoral dissertation]. Ohio University; 2018. [cited 2019 Feb 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1540829773983031.

Council of Science Editors:

Mathuews KB. The Working Time-Poor: Time Poverty Implications for Working Students’ Involvement. [Doctoral Dissertation]. Ohio University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1540829773983031

University of Illinois – Urbana-Champaign

23. Giglio, Geraldine. Paternal involvement in Title 1 schools: a qualitative study of fathers' perspectives.

Degree: EdD, 0209, 2010, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/16846

► Federal educational legislation has mandated a variety of parent involvement initiatives to encourage and support parents of Title 1 schools as partners in their children’s… (more)

Subjects/Keywords: parent involvement; paternal involvement; father involvement; Title 1 school; home-school partnerships

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APA (6^th Edition):

Giglio, G. (2010). Paternal involvement in Title 1 schools: a qualitative study of fathers' perspectives. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16846

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Giglio, Geraldine. “Paternal involvement in Title 1 schools: a qualitative study of fathers' perspectives.” 2010. Thesis, University of Illinois – Urbana-Champaign. Accessed February 22, 2019. http://hdl.handle.net/2142/16846.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Giglio, Geraldine. “Paternal involvement in Title 1 schools: a qualitative study of fathers' perspectives.” 2010. Web. 22 Feb 2019.

Vancouver:

Giglio G. Paternal involvement in Title 1 schools: a qualitative study of fathers' perspectives. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2142/16846.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Giglio G. Paternal involvement in Title 1 schools: a qualitative study of fathers' perspectives. [Thesis]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16846

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zululand

24. Wanda, Innocent Bhekani. Parent-educator partnership in schools .

Degree: 2006, University of Zululand

URL: http://hdl.handle.net/10530/98

► The aims of this study are: ~ To pursue a study of relevant literature on the parent-educator partnership. ~ To undertake an empirical investigation concerning… (more)

Subjects/Keywords: Parent involvement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Wanda, I. B. (2006). Parent-educator partnership in schools . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/98

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wanda, Innocent Bhekani. “Parent-educator partnership in schools .” 2006. Thesis, University of Zululand. Accessed February 22, 2019. http://hdl.handle.net/10530/98.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wanda, Innocent Bhekani. “Parent-educator partnership in schools .” 2006. Web. 22 Feb 2019.

Vancouver:

Wanda IB. Parent-educator partnership in schools . [Internet] [Thesis]. University of Zululand; 2006. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10530/98.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wanda IB. Parent-educator partnership in schools . [Thesis]. University of Zululand; 2006. Available from: http://hdl.handle.net/10530/98

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zululand

25. Mkhwananzi, Tholinhlanhla Rhinos Clarence. Parental involvement in Grade 7 learners’ academic achievement in Empangeni Umhlathuze District, KwaZulu-Natal .

Degree: 2015, University of Zululand

URL: http://hdl.handle.net/10530/1494

► There is compelling evidence that parental involvement positively influences children‟s academic achievement. Its benefits occur across all socio-economic classes. This study sought to establish parental… (more)

Subjects/Keywords: parental involvement – learners' achievement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mkhwananzi, T. R. C. (2015). Parental involvement in Grade 7 learners’ academic achievement in Empangeni Umhlathuze District, KwaZulu-Natal . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1494

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mkhwananzi, Tholinhlanhla Rhinos Clarence. “Parental involvement in Grade 7 learners’ academic achievement in Empangeni Umhlathuze District, KwaZulu-Natal .” 2015. Thesis, University of Zululand. Accessed February 22, 2019. http://hdl.handle.net/10530/1494.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mkhwananzi, Tholinhlanhla Rhinos Clarence. “Parental involvement in Grade 7 learners’ academic achievement in Empangeni Umhlathuze District, KwaZulu-Natal .” 2015. Web. 22 Feb 2019.

Vancouver:

Mkhwananzi TRC. Parental involvement in Grade 7 learners’ academic achievement in Empangeni Umhlathuze District, KwaZulu-Natal . [Internet] [Thesis]. University of Zululand; 2015. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10530/1494.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mkhwananzi TRC. Parental involvement in Grade 7 learners’ academic achievement in Empangeni Umhlathuze District, KwaZulu-Natal . [Thesis]. University of Zululand; 2015. Available from: http://hdl.handle.net/10530/1494

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Georgia

26. Buck, Judith Kay. An analysis of the current status of Georgia laws mandating parental involvement in public schools.

Degree: EdD, Educational Leadership, 2003, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/buck_judith_k_200305_edd

► The purpose of this dissertation was to study the role of the parent as a stakeholder in educational improvement, the need for parental involvement, and… (more)

▼ The purpose of this dissertation was to study the role of the parent as a stakeholder in educational improvement, the need for parental involvement, and current legislation mandating the participation of parents in Georgia public schools. This study investigated the following research questions: 1. What does current literature say about parental involvement in schools? 2. What Georgia legislation has mandated parental involvement? 3. How do Georgia laws align with identified areas of effective parental involvement? The following findings were based on an analysis of evidence obtained from the review of relevant literature, legislation of selected states, and current Georgia law through 2002. 1. The nature of parental involvement in American education has historically changed with societal changes. 2. Parents are vital stakeholders in democratic schools. 3. The No Child Left Behind Act of 2001 required increased parental involvement in public schools. 4. According to the literature, there are six areas of effective parental involvement: basic obligations; school to home communications; volunteering; learning at home; decision-making, governance, and advocacy; and collaboration. 5. Parental involvement defined as negative can have an anti-democratic effect in education. 6. Positive parental involvement has shown to effect academic achievement, grades, school completion, and support for schools. 7. A structured parental involvement program is beneficial to the operation of schools and parent support. Georgia has not mandated a structured parental involvement program like other states. In contrast, California, Massachusetts, Minnesota, and South Carolina have comprehensive legislation that addresses formalized parental involvement in schools that include designated personnel, funding, planning, implementation, evaluation and rewards. 8. Georgia laws have: • mandated actions required of schools to involve parents • mandated involvement of parents in the education of their children • mandated actions required of parents in schools • addressed the need for parental involvement in schools • addressed identified areas of effective parental involvement: basic obligations, school-to-home communication, decision-making/ governance/advocacy, and collaboration with community agencies • not addressed the areas of parent volunteering at school and parental involvement in learning activities at home • not been written in a structured manner Advisors/Committee Members: John Dayton.

Subjects/Keywords: Parental involvement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Buck, J. K. (2003). An analysis of the current status of Georgia laws mandating parental involvement in public schools. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/buck_judith_k_200305_edd

Chicago Manual of Style (16^th Edition):

Buck, Judith Kay. “An analysis of the current status of Georgia laws mandating parental involvement in public schools.” 2003. Doctoral Dissertation, University of Georgia. Accessed February 22, 2019. http://purl.galileo.usg.edu/uga_etd/buck_judith_k_200305_edd.

MLA Handbook (7^th Edition):

Buck, Judith Kay. “An analysis of the current status of Georgia laws mandating parental involvement in public schools.” 2003. Web. 22 Feb 2019.

Vancouver:

Buck JK. An analysis of the current status of Georgia laws mandating parental involvement in public schools. [Internet] [Doctoral dissertation]. University of Georgia; 2003. [cited 2019 Feb 22]. Available from: http://purl.galileo.usg.edu/uga_etd/buck_judith_k_200305_edd.

Council of Science Editors:

Buck JK. An analysis of the current status of Georgia laws mandating parental involvement in public schools. [Doctoral Dissertation]. University of Georgia; 2003. Available from: http://purl.galileo.usg.edu/uga_etd/buck_judith_k_200305_edd

University of Georgia

27. Adams, Jackie Brewer. When parents meet with a high school principal.

Degree: EdD, Educational Leadership, 2003, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/adams_jackie_b_200308_edd

► The purpose of this study was to examine the interactions between parents and principals in principal-parent conferences in a high school setting. Ethnographic research procedures,… (more)

Subjects/Keywords: Parent Involvement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Adams, J. B. (2003). When parents meet with a high school principal. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/adams_jackie_b_200308_edd

Chicago Manual of Style (16^th Edition):

Adams, Jackie Brewer. “When parents meet with a high school principal.” 2003. Doctoral Dissertation, University of Georgia. Accessed February 22, 2019. http://purl.galileo.usg.edu/uga_etd/adams_jackie_b_200308_edd.

MLA Handbook (7^th Edition):

Adams, Jackie Brewer. “When parents meet with a high school principal.” 2003. Web. 22 Feb 2019.

Vancouver:

Adams JB. When parents meet with a high school principal. [Internet] [Doctoral dissertation]. University of Georgia; 2003. [cited 2019 Feb 22]. Available from: http://purl.galileo.usg.edu/uga_etd/adams_jackie_b_200308_edd.

Council of Science Editors:

Adams JB. When parents meet with a high school principal. [Doctoral Dissertation]. University of Georgia; 2003. Available from: http://purl.galileo.usg.edu/uga_etd/adams_jackie_b_200308_edd

University of Ontario Institute of Technology

28. Helfawi, May. Patient involvement in interprofessional collaboration, a catalyst to the delivery of patient-centered care at community-based mental health settings.

Degree: 2015, University of Ontario Institute of Technology

URL: http://hdl.handle.net/10155/508

► Rationale: The purpose of this study was to examine the patient-lived experience and their role with interprofessional teams. Methods: This case study used a mixed… (more)

Subjects/Keywords: Interprofessional; Collaboration; Patient involvement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Helfawi, M. (2015). Patient involvement in interprofessional collaboration, a catalyst to the delivery of patient-centered care at community-based mental health settings. (Thesis). University of Ontario Institute of Technology. Retrieved from http://hdl.handle.net/10155/508

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Helfawi, May. “Patient involvement in interprofessional collaboration, a catalyst to the delivery of patient-centered care at community-based mental health settings.” 2015. Thesis, University of Ontario Institute of Technology. Accessed February 22, 2019. http://hdl.handle.net/10155/508.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Helfawi, May. “Patient involvement in interprofessional collaboration, a catalyst to the delivery of patient-centered care at community-based mental health settings.” 2015. Web. 22 Feb 2019.

Vancouver:

Helfawi M. Patient involvement in interprofessional collaboration, a catalyst to the delivery of patient-centered care at community-based mental health settings. [Internet] [Thesis]. University of Ontario Institute of Technology; 2015. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10155/508.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Helfawi M. Patient involvement in interprofessional collaboration, a catalyst to the delivery of patient-centered care at community-based mental health settings. [Thesis]. University of Ontario Institute of Technology; 2015. Available from: http://hdl.handle.net/10155/508

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

29. Smith, Kimberly Evon. Critical Reflections: Interviews with Parents Regarding Truancy.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2015, University of San Francisco

URL: https://repository.usfca.edu/diss/290

► Truancy is an issue that markedly impacts many children nationwide. Truancy takes root in many elementary schools. When socioeconomic and engagement problems are unaddressed,… (more)

Subjects/Keywords: Parent involvement; Truancy; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Smith, K. E. (2015). Critical Reflections: Interviews with Parents Regarding Truancy. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/290

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Smith, Kimberly Evon. “Critical Reflections: Interviews with Parents Regarding Truancy.” 2015. Thesis, University of San Francisco. Accessed February 22, 2019. https://repository.usfca.edu/diss/290.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Smith, Kimberly Evon. “Critical Reflections: Interviews with Parents Regarding Truancy.” 2015. Web. 22 Feb 2019.

Vancouver:

Smith KE. Critical Reflections: Interviews with Parents Regarding Truancy. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Feb 22]. Available from: https://repository.usfca.edu/diss/290.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Smith KE. Critical Reflections: Interviews with Parents Regarding Truancy. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/diss/290

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Victoria University of Wellington

30. Flavell, Margaret. Pacific Island families’ perceptions of the parental role in the learning process – in a high school setting.

Degree: 2014, Victoria University of Wellington

URL: http://hdl.handle.net/10063/3468

► The New Zealand Ministry of Education has acknowledged the need for schools to work collaboratively with Pacific Island families so that parents can support their… (more)

▼ The New Zealand Ministry of Education has acknowledged the need for schools to work collaboratively with Pacific Island families so that parents can support their children to achieve positive academic outcomes. This study explored Pacific Island families’ perceptions of the parental role in the learning process within the context of a New Zealand high school where Pacific Island students were a minority. This study aimed to discover how Pacific Island parents and students perceived the communication process, both within the family and between home and school, so as to make informed recommendations to strengthen the role of Pacific parents in the learning of their children attending secondary school. A phenomenological qualitative design was employed, using focus groups and interviews. Participants were a group of seven Pacific Island parents and a group of 12 senior Pacific Island students. Bronfenbrenner’s ecological model was used as a framework to analyse the data. Core values and beliefs which influenced the interaction between parents and their children, and how parents interacted with teachers, were identified. The study found that the parents believed in the importance of education as a means of achieving economic security and urged their children to work hard. They valued relationships with teachers so that they could work with them to support their children. Both parents and students shared values around the collectivist nature of acting interdependently and this may have contributed to the passive approach adopted by students in class and with their parents. A number of findings were drawn. Even though Pacific Island parents demonstrated their understanding of the school system through their selection of a high decile, academic school, they did not necessarily relate to the individualised communication within the school. Furthermore, since students often separated school from home life, many tended to avoid conversations about their learning with parents. Parents, therefore, often felt disconnected from the school and frustrated that they could not be more effective at supporting their children’s academic progress, despite a desire to be more involved. Students did not always respond positively to parental encouragement to work hard. Instead, fearing that they might not meet parental expectations, some tended to adopt a low profile and passive approach to learning in class. Recommendations focus on the need for schools to develop inclusive strategies which encourage dialogue between teachers, parents, and students so that a shared understanding of the students’ learning needs and targets can be achieved. Advisors/Committee Members: Tait, Carolyn, Gleeson, Margaret.

Subjects/Keywords: Pacific; Parental; Involvement; Parent; Learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Flavell, M. (2014). Pacific Island families’ perceptions of the parental role in the learning process – in a high school setting. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/3468

Chicago Manual of Style (16^th Edition):

Flavell, Margaret. “Pacific Island families’ perceptions of the parental role in the learning process – in a high school setting.” 2014. Masters Thesis, Victoria University of Wellington. Accessed February 22, 2019. http://hdl.handle.net/10063/3468.

MLA Handbook (7^th Edition):

Flavell, Margaret. “Pacific Island families’ perceptions of the parental role in the learning process – in a high school setting.” 2014. Web. 22 Feb 2019.

Vancouver:

Flavell M. Pacific Island families’ perceptions of the parental role in the learning process – in a high school setting. [Internet] [Masters thesis]. Victoria University of Wellington; 2014. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10063/3468.

Council of Science Editors:

Flavell M. Pacific Island families’ perceptions of the parental role in the learning process – in a high school setting. [Masters Thesis]. Victoria University of Wellington; 2014. Available from: http://hdl.handle.net/10063/3468

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Open Access Theses and Dissertations