Dissertation
At the beginning of the STEM pipeline: a case study exploring preadolescent female students' attitudes toward science, perceptions of scientists, and developing career aspirations
Doctor of Education (Ed.D.), Drexel University
May 2016
DOI:
https://doi.org/10.17918/etd-6879
Abstract
Parent engagement in student learning has been associated with improved student attitudes (Zygmunt-Fillwalk, 2006), better school attendance (Zygmunt-Fillwalk, 2006), and higher student achievement (Henderson, Mapp, Johnson, & Davies, 2007). Research has also shown that many barriers exist for effective parent engagement activities in rural school settings, including communication (Halsey, 2005), life contexts (Eidahl, 2013), and school environments (Englund, Luckner, Whaley, & Egeland, 2004). Understanding the differences in perceptions of effective parent engagement activities will identify a comprehensive understanding of what types of parent engagement opportunities promote a collaborative and supportive relationship between home and school. Currently, there is a gap in research studies in rural school settings that examine parent engagement activities. This qualitative research study examined the differences in perceptions of effective parent engagement activities between disparate groups of parents, school administrators, and teachers. Data for this study was collected through surveys, program evaluations, interviews, and focus groups. Analyses of the data identified similarities and differences in the characteristics of effective parent engagement activities as perceived by school administrators, teachers, and parents. Five key findings that were identified include: (a) smallness of a rural school district is seen as a strength and challenge for effective parent engagement activities, (b) developing personal connections within a rural community, (c) opening lines of communication, (d) developing parent-to-parent relationships and (e) gaining the perspective from inactive parents. These findings and recommendations can be used to develop school programs that better support parent involvement in educational programs and to strengthen the community and education of students.
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Details
- Title
- At the beginning of the STEM pipeline
- Creators
- Lucy Vogel Heacock - DU
- Contributors
- Penny Hammrich (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- ix, 100 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 6879; 991014632072004721