School leader perceptions of acceptable evidence of parent involvement

251 Pages·2015·9.64 MB·English

Walden University
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Walden Dissertations and Doctoral Studies
Walden Dissertations and Doctoral Studies
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1-1-2011
School leader perceptions of acceptable evidence of
parent involvement
Michael Dennis Smith II.
Walden University
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Walden University

COLLEGE OF EDUCATION

This is to certify that the doctoral study by

Michael D. Smith

has been found to be complete and satisfactory in all respects,
and that any and all revisions required by
the review committee have been made.

Review Committee
Dr. James Thomasson, Committee Chairperson, Education Faculty
Dr. Kimberly Strunk, Committee Member, Education Faculty
Dr. Paul Englesberg, University Reviewer, Education Faculty

Chief Academic Officer

Eric Reidel, Ph.D.

Walden University
2011
Abstract
School Leader Perceptions of Acceptable Evidence of Parent Involvement
by
Michael Dennis Smith II

MA, Brigham Young University, 2006
BA, Southern Utah University, 1996

Doctoral Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education
Administrative Leadership for Teaching and Learning

Walden University
January 2012
Abstract
A cultural shift occurring in education today calls for more collaborative interaction
between school personnel and parents. Many school leaders and most parents, however,
lack experience with this type of interaction for school improvement. The three questions
which framed this qualitative, multiple-case study were: 1) What are school leaders’
conceptions of fully engaged parents in school improvement processes? 2) What do
school leaders offer as evidence of parental engagement? 3) What do visiting school
leaders offer as evidence of parental engagement? The theoretical framework for this
study was derived from the research-base on parent involvement and the application of
social capital theory to parent involvement, which included asset, market based and
school centric approaches. An archival document review was conducted to collect and
analyze accreditation self-studies and visiting team reports from five high schools.
Follow-up interviews with each of the visiting team chairpersons were conducted. Data
were analyzed using content analysis, replication logic and comparative contrast
methods. Substantial differences were found between what school leaders provided as
evidence of full parental engagement and what visiting team members expected to find as
evidence. While school leaders most often presented one-way communication activities
as evidence, visiting teams were expecting to find evidence of meaningful, decision-
making. These findings led to the development of a project to engage parents alongside
school leaders in on-going, collaborative problem solving and authentic decision-making
for school improvement. Implications of positive social change from this project are that
common experiences such as these, which lead to shared understandings, effect a
substantial improvement in the relational dynamics of the home and school partnership.

School Leader Perceptions of Acceptable Evidence of Parent Involvement
by
Michael Dennis Smith II

MA, Brigham Young University, 2006
BA, Southern Utah University, 1996

Doctoral Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education
Administrative Leadership for Teaching and Learning

Walden University
January 2012
UMI Number: 3490416
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UMI 3490416
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Dedication
This is dedicated to my mother. She has been my hero throughout my life. She is
the driving force that has allowed me to become the person that I am today.
Acknowledgments
I would like to acknowledge the work done in my behalf by Professor James
Thomasson. He has seen me through this project. I would also like to thank Professor
Kimberly Strunk. For the many reviews, many thanks for Dr. LuAnne Forrest and Anna
Smith. The most important acknowledgement is to my wife, Marcia, for her unwavering
support that this day would someday come and to my children Mikell, Matt, Marshall,
and Mason – you can all do this too.
Table of Contents
List of Tables ......................................................................................................... vi
Section 1: The Problem ............................................................................................1
Introduction .....................................................................................................1
Definition of the Problem ...............................................................................2
Rationale .........................................................................................................4
Why this problem? ..............................................................................5
Definitions.......................................................................................................6
Significance.....................................................................................................7
Guiding/Research Questions ...........................................................................8
Review of the Literature .................................................................................8
Parent Involvement Research .............................................................9
Parent Involvement and Student Learning ........................................11
Approaches and Types of Parental Involvement ..............................13
Parent Involvement and Social Capital Theory ................................17
Parental Engagement in the School Improvement Process...............22
Tools for School Participation in the School Improvement Process 25
Tools Available for Assisting Parents...............................................27
Implications...................................................................................................29
Summary .......................................................................................................30
Section 2: The Methodology ..................................................................................32
Introduction ...................................................................................................32
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