Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Peter Kiriakidis

Abstract

AbstractFewer than 10% of the parents of K-5 English language learners (ELLs) participated in teacher-parents interview nights in a Northeastern United States urban public elementary school district. The purpose of this basic qualitative research was to identify the factors influencing the capacity of the parents of K-5 ELLs to participate in teacher-parents interview nights. The research question focused on identifying the factors influencing the capacity of the parents of K-5 ELLs to participate in teacher-parents interview nights. The conceptual framework was the school community theory developed by Epstein, which posits separate responsibilities of families and schools, shared responsibilities of families and schools, and sequential responsibilities of families and schools. Purposeful sampling was used to select 10 parents of K-5 ELLs who participated in teacher-parents interview nights. Data were collected via semistructured interviews. Data were analyzed using thematic analysis for emergent themes. The themes that emerged involved a focus on home learning environments, language barriers, challenges with technology, and need for specific communication strategies with teachers during parent-teacher nights. The project aspect of this study was a professional development (PD) training for school principals to better involve the parents of K-5 ELLs to participate in teacher-parents interview nights. Implications for positive social change include PD training for school principals and teachers to support parental involvement of the parents of K-5 ELLs in teacher-parents interview nights for the benefits of ELLs.

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