Doctoral Dissertations

Date of Award

12-1992

Degree Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Teacher Education

Major Professor

Richard Wisniewski

Committee Members

Kathleen deMarrais, Amos Hatch, Suzanne Kurth

Abstract

This study of parental involvement in an alternative program within a public school system focused on the experienced meaning of involvement for parents throughout the history of the program. The meaning of involvement is understood within a particular historical and cultural framework.

This study is best described as a case study defined by Yin (1989); a study that (1) investigates a contemporary phenomenon within its real-life context, where (2) the boundaries between phenomenon and context are not clearly evident, and in which (3) multiple sources of evidence are used (p. 23). Guided by a phenomenological approach, the researcher attempted to describe what involvement was like for the parents in the alternative program.

The primary data sources for this study on parental involvement were interviews with parents, teachers, and administrators. The interviews were supplemented with archival data such as news stories, PTA newsletters, and school publications. Thirty eight parents, teachers, and administrators participated in interviews. All of the interviews were scanned for data which contributed to the historical context and to the profile on parental involvement. Twelve of the parental interviews were selected for a phenomenological analysis used to describe the thematic meaning of involvement. The analysis was based on the work of Giorgi (1983), Kvale (1983), Polkinghome (1989), Pollio (1992), and Wertz (1982). Four themes that describe the meaning of involvement were identified: connecting, self-efficacy, learning, and extending parental roles.

Beginning in the early 1970s, a group of parents worked to create a pre-school setting for their children in which they were involved in all functions of the program. They expressed a desire for a program that offered children an opportunity to participate in a variety of activities. From these preschool roots, a public school program emerged that continued a tradition of parental involvement and experienced-based education. Most often referred to as "alternative," the term was used interchangeably with "open," and "experiential" to identify the program.

Successive groups of parents supported the alternative program through four different public school locations and seven principals. Parents experienced the effort to maintain an alternative program as sometimes happy, and at other times difficult. The program worked best when there was evidence of support from the Conrad City Board of Education and from the school system's administration; when parents perceived themselves as equal partners in all functions of the program; when teachers thought of themselves as being creatively engaged in the learning process; and when principals were given the authority to hire personnel. It was perceived as being difficult when parents and teachers felt they were not part of the decision-making process; when principals did not think they were getting the necessary support from central administration; when principals were assigned whose style did not fit the alternative philosophy; and when the advocates of alternative education feared that the program was being undermined.

The data suggest that parents often wish to go beyond token levels of involvement; that parents can be powerful resources and advocates for school systems; that parents contribute to a stimulating environment for children; and that parents are part of the inclusive environment necessary for children to experience healthy development. The prime conclusion drawn from this study is that parents, community members, children and school personnel will need to be involved as equal participants if new cultures are to be forged within school environments.

Download
Files over 3MB may be slow to open. For best results, right-click and select "save as..."

Share

COinS