Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Donald Yarosz

Abstract

AbstractParent involvement has a positive influence on academic performance of students. However, the level and experiences of parent involvement in rural Title I schools serving kindergarten through third (K-3) grade students during the COVID-19 pandemic was unknown. The purpose of this basic qualitative study was to explore early childhood teachers’ and parents’ perspectives on parent involvement in the home during the COVID-19 pandemic for two rural Title I schools serving K-3 students in the southern United States. Bronfenbrenner's bioecological systems theory of human development and two of Epstein's six types of parent involvement (communication, learning at home) framed this study. Eight teachers who had been employed in grades K-3 for a minimum of 1 year and eight parents who had a student enrolled in grades K-3 in the same school were purposefully selected for interviews. Interview transcripts were analyzed using an inductive process to reveal four themes for teachers and parents: (a) communicated in multiple ways; (b) collaborated in multiple ways; (c) shared resources with stakeholders; and (d) discovered their increased agency from challenges. Teachers and parents both shared they increased their sense of agency and involvement by addressing challenges due to changes related to COVID-19; therefore, it is recommended that more studies investigate the ways teachers and parents have increased their agency by responding to challenges related to parent involvement in rural Title I schools. This study can result in positive social change by increasing school stakeholders’ understanding about the importance of parent-teacher communication and involvement in children’s education in the home specifically in rural settings during the COVID-19 pandemic.

Download

Share

 
COinS