Date of Conferral
1-1-2021
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Donna Brackin
Abstract
The problem addressed was the gap in research on practice regarding outreach effortsbetween teachers, parents, and administrators during the transition to kindergarten. The purpose and research questions for this basic qualitative study involved how individuals representing these groups described their outreach efforts when transitioning children from pre-K to kindergarten and their perspectives regarding the influence of outreach efforts on parental involvement. Two administrators and four teachers were recruited through a public database. Four parents were recruited through the study site’s Facebook page and through purposeful snowball sampling. Criteria for participation was 3 or more years of experience with the district for school personnel. Parents must have had a child who transitioned from a pre-K to a kindergarten classroom within the past school year. Bronfenbrenner’s ecological systems theory served as the conceptual framework. Data from semistructured interviews were analyzed using thematic inductive analysis to identify patterns and themes. There were five themes that emerged from the data. PreCOVID traditional outreach efforts were effective, created an open door policy, and allowed the establishment of relationships with parents to inform and engage them in their children’s education. During COVID, all stakeholders had to reach out in innovative ways, and parental involvement and engagement were limited. Implications for positive social change include improving outreach efforts between all stakeholders when children transition from pre-K to kindergarten that could positively influence parental involvement.
Recommended Citation
McCoy, Mariah C., "Outreach Efforts Between Teachers, Parents, and Administrators as Children Transition from Pre-Kindergarten to Kindergarten" (2021). Walden Dissertations and Doctoral Studies. 11436.
https://scholarworks.waldenu.edu/dissertations/11436
