Educational Partnership in One Saskatchewan School: Perceptions of Parents, Teachers and Administrators
Date
2000
Authors
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Publisher
ORCID
Type
Degree Level
Masters
Abstract
This study strives to understand the perceptions parents, and
teachers/administrators have about parent involvement in their school and
specifically how they view their role as partners in education. This study was
designed to describe the perceptions of different parent groups and educators.
The parent groups consisted of parents whose children were in a French
immersion program and parents whose children were in a regular English
program. Teachers, a principal, and one member of senior administration made
up the educator group.
An assumption essential to this study is that there is a difference in the
attitudes that the French immersion parent advisory council, the English parent
advisory council and the educators hold towards parent involvement in the
school. This study identifies factors that contribute to varied parental
involvement in their children's education. This identification serves as a point of
departure for educators who wish to understand the degree to which parents
become involved in the school and possibly, through collaboration, develop
improved parental involvement programs which will be both satisfying to all
parties involved and beneficial to the education of the children.
The study used qualitative research methods. The researcher conducted
individual interviews with all participants to become familiar with the
individuals taking part in the study. This provided information about the
participants' educational background and their opinion about the importance of
education. Focus group interviews provided an opportunity to determine the
perceptions that each group of participants held toward parent involvement in the
school. As weII, these discussions helped identify differences between groups.
This study identified substantial differences in perception about the levels
of involvement between the three groups of participants. Some parents wished to
advise on management issues but felt they lacked the qualifications to make
actual decisions about certain issues. Others felt that decisions on policies,
curriculum and staffing should include more active parent consultation.
Teachers and administrators felt that it is crucial for parents to be involved in the
school, but drew the line at areas where they felt they have specialized training
and in which they felt parents perhaps do not have enough knowledge.
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Citation
Degree
Master of Education (M.Ed.)
Department
Curriculum Studies
Program
Curriculum Development