Doctor of Education (Ed.D.), University of Findlay, 2016, Education

Parental involvement in schools has been accepted as essential in effective education. In the present study, the researcher determined if parental access to student web portals had an impact on academic outcomes for students in grades 7-12. The study utilized 600 pre-existing student data sets that included parental log entries into student web portals. Using the same sample, the researcher determined the information parents accessed most from student portals and examined how parents used the information. No significant relationship was found between the academic outcomes for students whose parents accessed their web portals. Results indicated that parents accessed student grades and interacted with their child most often after logging onto web portals. These findings suggest that educators should not rely solely on web portals as means to foster parental involvement in their schools.

Committee: Kathleen Crates Ph.D (Committee Chair); Melissa Cain Ph.D (Committee Member); Gregory Lesinski Ph.D./MPH (Committee Member) Subjects: Educational Leadership; Educational Technology

Doctor of Philosophy, The Ohio State University, 2008, ED Policy and Leadership

This qualitative study explores engagement experiences of low income and minority parents in the work of schools since the implementation of No Child Left Behind in order to understand relationships between parental involvement, school improvement, and parental support for student academic achievement. This inquiry observes an urban, Midwestern school district that has implemented parent liaison programs designed to empower parents toward active participation in the academic lives of their children. Through this qualitative study, I explore district-wide parental engagement efforts to assess how low income and minority parents are included in parent involvement initiatives. Specific methodology for this study includes observations, interviews, focus groups and document analysis. Case study data from two schools is examined in depth. Findings from the case studies are then used to compare to overall district patterns. Data from this research is analyzed using literature on parental engagement and school improvement, and theoretical frameworks of social capital, implementation theory, and democratic theory.

Committee: Philip Daniel PhD (Advisor); Ann Allen PhD (Committee Member); Michael Glassman PhD (Committee Member); James Moore PhD (Committee Member); Jill Rafael-Fortney PhD (Committee Member) Subjects: Education

Specialist in Education (Ed.S.), University of Dayton, 2017, School Psychology

Parental involvement in education improves students' learning and development (Reece, Staudt, & Ogle, 2013). In spite of this, a number of barriers exist - particularly in low-income, urban areas - which discourage or prevent parents from becoming actively involved. Thus, the current study examined the effectiveness of a parental involvement program, as perceived by stakeholders, in increasing parental involvement in one urban, elementary, charter school. A summative program evaluation was completed; data were gathered through (n = 48) parent/guardian and (n = 10) teacher and school administrator surveys. Results indicated that stakeholders hold neutral perceptions of the overall effectiveness of the Classroom Parent Community (CPC) program. Implications for future research and practice are discussed.

Committee: Susan Davies Ed.D. (Committee Chair); Elana Bernstein Ph.D. (Committee Member); Robert Stoughton M.S. (Committee Member) Subjects: Education

Doctor of Philosophy, The Ohio State University, 2010, Social Work

The importance of the principal has been found to be a critical factor in student and school success. School principal responsibilities traditionally encompass operations and management. However, many principals are unable to fulfill these expectations because of students' social and behavioral issues. Consequently, this qualitative study explored principals' perceptions, experiences, and resources needed to address non-academic barriers to learning. Tape-recorded semi-structured interviews, non-participant observations, and a demographic questionnaire provided the sources for data collection. The purposive sample was comprised of 19 principals from urban and suburban schools. Grounded-theory methods and a computer-assisted qualitative data analysis software program were used to analyze data. Following data analysis, four major themes emerged: (1) the hustle; (2) support from home; (3) it-factor; and (4) student baggage. Additionally, three sub-themes emerged: (a) relationship building; (b) the need for additional pupil-support services; and (c) university training. The findings revealed that principals believe that specific resources are needed to address non-academic barriers to learning, including: (1) additional pupil-support staff; (2) more parental involvement to bridge home to school; (3) collegiate courses on non-academic barriers; and(4)educator training on rapport-building skills. The results of this study provide information for educators to identify gaps in knowledge preparation to work more effectively with students and families. The results also inform educators of pupil-support service staff of appropriate methods for combating non-academic barriers to learning and providing resources in schools. This study is beneficial for school social workers for understanding the needs of education administrators, resource service gaps in school systems, and avenues to advocate for change with education reform policies. Recommendations for school social work re (open full item for complete abstract)

Committee: Gilbert Greene PhD (Advisor); Mo Yee Lee PhD (Committee Member); Antoinette Miranda PhD (Committee Member) Subjects: Education; School Administration; Social Work

Doctor of Education , University of Dayton, 2024, Educational Administration

This dissertation examines parents and teachers' perceptions of effective parental involvement in education, situated within Epstein et al.'s (2009) framework of six typologies of parental participation. The study, through a comprehensive comparative analysis, reveals critical insights into the disparities and commonalities in how parents and teachers perceive effective parental involvement and its impact on student achievement. The research employs a mixed-methods approach, incorporating quantitative measures of parental and teacher perceptions alongside qualitative insights gained from the Turkleton Community Schools (TCS) environment.

Committee: James Olive Ph. D (Committee Chair); Mary Beth Reardon Ph. D (Committee Member); Derek Arrowood Ph. D (Committee Member) Subjects: Education; Educational Leadership; Educational Theory; Elementary Education

Doctor of Education , University of Dayton, 2023, Educational Administration

Parental involvement in schools can make a difference on the success of the children at the school. The parental involvement in inner-city schools has been researched on the positive effects it can have on schools. However, there is not a best practices method of raising parental involvement. This research looks at the parental involvement at Roosevelt Elementary School. The research included why the parents and/or families were not involved and different ways the school was able to include more families to be involved at the school due to less than 10% of all families in the building being involved in activities. The literature review opened up ideas and ways to begin searching but provided little help on the best method to use. Bronfenbrenner (1979) and his social-ecological theory focusing on relationships became the framework to developing ways to raise parental involvement. The action research included sending parents open-ended questions to find why parents were not involved and what activities they would like to see at the school to be part of. The surveys were carefully analyzed, and an action plan was created to help increase parental involvement at the school. The action plan is currently being enacted and results from the beginning actions are shared. The implications of the study are the findings may help to develop a method for schools to use in order to increase parental involvement in an inner-city location.

Committee: Elizabeth Essex (Committee Chair); Douglas Hearrington (Committee Member); Anthony Peddle (Committee Member) Subjects: Educational Leadership; Elementary Education

Specialist in Education, Miami University, 2014, Educational Psychology

Recent research has indicated that parental involvement can increase a student's academic achievement, but the literature still has not determined which specific aspects of parental involvement help to increase academic achievement for economically at-risk students. This study examined the impact of parental homework involvement and parental school involvement on the academic achievement for a sample of 219 economically disadvantaged students attending 36 schools in a Midwestern state. Parental involvement was measured using factors derived from a parent survey and academic achievement was measured using results from an individually-administered norm-referenced achievement test. Regression analyses were conducted to determine the relationship between a set of two parental involvement variables (i.e., parental homework involvement and parental school involvement) and an academic achievement outcome variable. Regression analyses revealed that parental homework involvement significantly predicted academic achievement, but parental school involvement did not. Implications for research and practice are discussed.

Committee: Amity Noltemeyer PhD (Committee Chair); Kevin Bush PhD (Committee Member); Doris Bergen PhD (Committee Member) Subjects: Educational Psychology

Master of Education, The Ohio State University, 2010, EDU Physical Activity and Educational Services

A descriptive study was completed on the impact of computer-assisted instruction (CAI) and parental involvement on the reading performance of students identified with disabilities. This study consisted of three participants (one 3rd grader, one 5th grader and one 6th grader) and took place in the virtual environment of an online public charter school. An evaluation was completed on the existing computer based program, Unique Reader. Participants were asked to work with the computer-based Unique Reader program and report the level of parental involvement for each session in the program. Data collected with this study suggests a relationship between the level of parental involvement during the Unique Reader sessions and the level of student participation in this program. Data from pre and post assessments using the DIBELS Oral Reading Fluency benchmarks also suggests a relationship between participation in the Unique Reader program and overall reading performance.

Committee: Ralph Gardner PhD (Advisor); Gwendolyn Cartledge PhD (Committee Member) Subjects: Education