ABSTRACT

Parental involvement is vital to student success academically as well as socially (Jeynes, 2007; Kim & Hill, 2015). The purpose of this mixed-methods action research study was to examine the perceptions of parental involvement of parents and teachers in a Title I school. A training session intervention, Social Hour, was designed using the Heath and Heath change model (2010) to create an opportunity to learn about parental involvement and educate the school community on the Epstein’s six-types of parental involvement (Epstein, 1987). The goal of the Social Hour workshop was to address the challenges and barriers to parental involvement, previously listed in the literature. Using the lens of Critical Race theory (Blalock, 1967) ensured that the research gives a voice to those who are often marginalized while also helping parents and teachers build a relationship of trust and understanding using principles of Community of Practice (Wenger, 2009). The results of this study indicate that Social Hour-type learning events are significant in the change to perceptions of parental involvement. The participants had a lower level of confidence at the beginning of the session than at the end. Additional qualitative results also suggest a change in attitude after attending the Social Hour. Participants noted they had more energy about parental involvement and were encouraged that parental involvement does not require them to volunteer more; that it is more about being engaged in their child’s education. Overall, participants reported an increase in confidence and had a positive view of parental involvement based on attending the Social Hour workshop.

Keywords: Parental involvement, Critical Race theory, Epstein Six Types of Parental involvement

The most common approach to improvement of educational systems has been the adoption of episodic initiatives and short-lived improvement programs. In recent years, a continuous improvement (CI) approach has made it onto the education scene, but the effects of continuous improvement in education remain largely unstudied. This study addressed the need to examine the long term impacts of CI in educational organizations.

Using a CI framework, this mixed methods action research (MMAR) study was conducted to examine the impact of CI on one school district’s measures of quality, stakeholder satisfaction, and cost savings, as well as to determine the value of CI leadership coaching, according to district leaders.

Qualitative data included interviews with and observations of school district leaders and the CI leadership coach. Quantitative data included stakeholder surveys, district scorecards, and state data dashboard reports. Results indicated improvement from a CI approach was slow to occur, though CI positively impacted some quality outcomes, primarily in the area of math. CI positively impacted student satisfaction, though it had minimal impact on employee and parent satisfaction. The district experienced cost savings as a result of CI, and CI leadership coaching was reported as highly valued by district leaders. The results of the study suggest a systematic CI approach and coaching support can impact change over time, but requires patience and a within district executive leader champion.

The purpose of this study was to research the effects of a student-staff mentoring relationship on high school students’ locus of control, life/school satisfaction and ultimately their academics as determined by their grades. Participants consisted of a small cohort of 10th grade high school students at a public charter, college preparatory high school in inner city Phoenix, Arizona. Frederickson’s broaden-and-build theory of positive emotions and Bandura’s social cognitive theory provide the models of behavior to improve school satisfaction, motivation and overall well being. A mixed method, action research design was used to study how a 9-week mentoring program facilitated by the dean of students impacted the students’ locus of control, satisfaction, and academic achievement. Participants completed pre and post test measures using a modified Trice College Success Survey that measured external-internal locus of control and the Multidimensional Students’ Life Satisfaction Scale (MSLSS) used to measure life satisfaction and sub-constructs of satisfaction including family, friends, school, living environment and self. Post intervention a smaller sample of students were interviewed, field notes were also compiled and analyzed using a social constructionist point of view to gather insight on how students create their own knowledge and how that connects to their behaviors and attitudes that affect their success. Among the key findings was that students indicated a preference for the type of individualized attention that the mentoring program introduced to support them academically. Quantitative analyses of the survey data did not indicate a significant shift from external to internal locus of control or an improvement in life or school satisfaction, however further research should be conducted to implement a longer intervention period with similar intervention components.