Date of Conferral

2-13-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Dr. Jamie Jones

Abstract

Parental engagement is a critical factor in student academic success, yet traditional parent-teacher conferences often fail to achieve meaningful collaboration. This study explored how teachers and parents described the influence of student-led conferences on parental engagement at a public elementary school in southeastern Virginia. Grounded in constructivist theory, particularly the works of Piaget and Vygotsky, the study focused on student-centered learning. A basic qualitative design was employed with purposeful sampling used to recruit 10 teachers and parents with direct experience of student-led conferences. Semistructured interviews were analyzed through open-coding and thematic analysis to identify recurring patterns. Findings revealed that student-led conferences fostered accountability, motivation, and ownership of learning among students while enhancing communication between parents and teachers. Participants noted positive outcomes in student performance and parental engagement, despite barriers such as scheduling conflicts, lack of parental buy-in, and insufficient student preparation. Recommendations included the integration of regular student-led conferences into school policy, increased teacher and student training, and broader awareness campaigns to address barriers. This research contributes to educational practices by highlighting the potential of student-led conferences to transform parental engagement and improve student learning outcomes. Implications for positive social change include fostering a collaborative learning environment that empowers students, encourages parental involvement, and promotes innovative teaching practices. Future research is recommended to explore additional strategies for parental engagement and the long-term influence of student-led conferencing on academic achievement.

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