1 / 14

Tracia Keri Jojola New Mexico State University

Examining the Perceptions of Parental Involvement in Schools: Implications for Changing Roles of School Leaders from the Voices of the Community. Tracia Keri Jojola New Mexico State University. CHAPTER 1. Introduction

decker
Download Presentation

Tracia Keri Jojola New Mexico State University

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Examining the Perceptions of Parental Involvement in Schools: Implications for Changing Roles of School Leaders from the Voices of the Community Tracia Keri Jojola New Mexico State University

  2. CHAPTER 1 Introduction • Student Academic Achievement, Lower drop-out rates, Higher on-time graduation rates, Psychological processes that enhance student achievement (student resiliency, student sense of personal competence, student efficacy for learning, etc). Statement of Problem • Few parental involvement studies have been conducted within American Indian and Alaska Native (A.I./A.N.) communities. • Historically, parents were alienated from education and policy creation. Purpose of research • A partnership is necessary to create consensus amongst the American Indian community and to foster open collaboration. • The answer to how individuals overcome adversity to achieve educational success is not only in the individuals themselves, but in a common social effort that includes individuals, schools, families, and communities.

  3. CHAPTER 1 Research Questions • What are the Navajo Parents attitudes about education? • What is their satisfaction with their child’s school? • To what degree does their child’s school value the Navajo culture? • Are they involved with their child’s school? • What is their perception of the school’s expectations for their child? [Adapted from a National Research Study conducted by Dr. Carol Robinson-Zanartu, 1996] Delimitations • Study focused specifically on Navajo parents from this small, rural, New Mexico reservation. • Researcher is a Navajo Nation Tribal member and every effort was made to develop a marginal position in which she was neither completely an insider or outsider.

  4. CHAPTER 2 Literature Review • History of American Indian Education *Students and Parents *Recent Trends in AI education • History of Parental Involvement • AI/AN and NCLB • AI/AN Demographics

  5. CHAPTER 3 Methodology • Navajo Nation Human Research Review Board • 12 Required Phases B. Research Design • Mixed-Method Study; Survey Questionnaire • Research Instrument • Structured survey questionnaire (Parent Perceptions Survey developed by Dr. Carol Robinson-Zanartu, 1996) • Piloted by Dr. Robinson-Zanartu with 30 American Indian parents, extended AI community members, and 5 university of SDSU faculty, of whom 2 were AI. • 30 item questionnaire; requested parent ratings on 23 items on Likert scale of strongly agree, agree, disagree, strongly disagree. • Survey included 2 open ended questions.

  6. CHAPTER 3 D. Participants • Parent/Guardians with a child enrolled in any Bureau of Indian Education (BIE), Public, Charter, Tribal/Grant controlled elementary, middle or high school. E. Collection of Data • Parents were randomly recruited to participate at community chapter meetings, school board meetings, school parent advisory group meetings, individually approached, flyers were posted throughout the community announcing open recruitment, electronic mail, and a social internet website known as Facebook. • Raffle Drawings • Data Analysis • Quantitative data analyzed for frequency and percentages utilizing EZanalyze. • Qualitative data coded for themes.

  7. Demographics Survey participation response rate (N=250); 61% Elementary (K-6) parents; 56% Secondary (7-12); 44% Data Collection Results Survey Questions grouped according to 5 research questions guiding this study. Research Question 1 Parents attitudes towards education are positive. High percentages of parents agree that the school values their input and treats children and community with respect. Significance found; 100% of elementary vs. 60% of secondary parents agree they are an important part of their child’s education. Qualitative findings guided by Human Capital & Culturally Responsive Pedagogy (CRP). CHAPTER 4

  8. CHAPTER 4 • Research Question 2 • Parent responses indicate a high percentage of parents report they are satisfied with their child’s school. High percentages agree that the school provides a good education, agreed with the decision for their child to be placed in special education (SPED), and that their child is served well in SPED. • SPED • 44% of Elementary parents had a child referred • 37% of Secondary parents had a child referred • Qualitative findings guided by Human Capital & CRP. • Research Question 3 • Parents show lower percentages of agreement that their child’s school values the Navajo culture, helps build pride in the culture, and considers their child’s culture in evaluations for SPED. • Qualitative findings guided by Human Capital & CRP.

  9. CHAPTER 4 • Research Question 4 • Parents vary from above average to high agreement that they are involved in their child’s school through regular meetings with school personnel, are informed of school’s curriculum, understood the evaluation for SPED, or was involved in the evaluation for SPED. • Qualitative findings guided by Human Capital & CRP. • Research Question 5 • A high percentage of parents agree that the school expects Navajo children to do well academically, to behave, and that interventions were attempted in regular education before their child was placed in SPED. • Qualitative findings guided by Human Capital & CRP.

  10. CHAPTER 5 CONCLUSIONS • RESEARCH QUESTION 1: Parents attitudes about education. • Parents report positive attitudes about education. • Parents want schools to send the message to the entire community of the importance of education. • RESEARCH QUESTION 2: Parents satisfaction with their child’s school. • Parents report high satisfaction with their child’s school. • Parents request to receive more information on the goals set for their child and more feedback on assessments administered to their child. • Percentages show discrepancies in parent satisfaction with SPED services for their child. Possibly more parent education is needed in regards to SPED programs and services. • RESEARCH QUESTION 3: Parents perception of whether their child’s school values the Navajo culture. • Parents disclose moderately high perceptions that their child’s school values the Navajo culture.

  11. CHAPTER 5 • Parents disclosed they want more consistent Navajo language and culture lessons to be included in their child’s school curriculum. • RESEARCH QUESTION 4: Parents perceptions of their involvement with their child’s school. • Parents agree they are involved in their child’s education through regular meetings and SPED evaluations. • Parents requesting to have school input on strategies to assist their child. • RESEARCH QUESTION 5: Parents perceptions of the school’s expectations for their child. • Parents perceive their child’s school to have high expectations for their child. • Requesting want more educational enhancement programs. • RELATED TO HUMAN CAPITAL THEORY • Parents reported confidence in their child and parents requested schools to hold high, consistent expectations for their child and to challenge them.

  12. CHAPTER 5 • Parents requested more programs to be made available to help build skills; after-school tutoring, science fairs, math challenges, reading camps, science exploratory programs, college prep courses, and less focus on sports. • RELATED TO CULTURALLY RESPONSIVE PEDAGOGY • Parents request for teachers to gain more knowledge about the Navajo culture and their child’s background. • Parents want schools to help instill a sense of pride of the Navajo culture. • Parents want the Navajo culture to include current events and not focus on the past. Focusing on the past implies the culture is extinct. RECOMMENDATIONS • Parents need more support from schools to become effective team members. • For schools to send the message into the community that education is important for student and community growth.

  13. CHAPTER 5 • Parents want schools to learn more about being Navajo. • For schools to promote atmosphere of high expectations. • For schools to increase parental involvement opportunities. • For school climate to instill a sense of pride in being Navajo. • Curriculum and Methodology to include more of the Navajo language and culture from K-12th grades. IMPLICATIONS FOR FUTURE RESEARCH • Include focus groups in future research on parental involvement. • Conduct research including teacher and administrator perceptions of parental involvement. • Create a parent education program and conduct a pre and post survey of parents involved in that program. • Examine schools who provide parental involvement guidance and whether it results in higher student academic achievement.

  14. CHAPTER 5 • Research could assist school leaders with training regarding culture and areas of bilingual education that impact student learning. THANK-YOU!

More Related