Elementary school administrators' perceptions of parental involvement : from espoused theory to theory-in-use within school improvement efforts

dc.contributor.advisorYoung, Michelle D.en
dc.contributor.committeeMemberOlivarez, Rubenen
dc.contributor.committeeMembervalenzuela, Angelaen
dc.contributor.committeeMemberBarrera, Johnen
dc.contributor.committeeMemberGuthrie, Halen
dc.creatorGarcia, Maritza Fuentesen
dc.date.accessioned2011-06-08T13:05:48Zen
dc.date.available2011-06-08T13:05:48Zen
dc.date.available2011-06-08T13:05:57Zen
dc.date.issued2011-05en
dc.date.submittedMay 2011en
dc.date.updated2011-06-08T13:05:57Zen
dc.descriptiontexten
dc.description.abstractThis qualitative study explored the perceptions and practices of elementary school administrators regarding parental involvement in three urban elementary schools. Particular attention was given to understanding the connection between the beliefs that school leaders shared about parental involvement and its role in school improvement (i.e., their espoused theories) and to how they supported parental involvement in their school community (i.e., their theories in use). Using Argyris and Schön’s (1978) theories of action framework, face-to face interview data and school and district documents were collected and analyzed to explore how well administrators’ practices relative to parental involvement (theory-in-use) aligned with their beliefs and perceptions (espoused theory). As such, data analysis focused on understanding both what administrators believe and what they do to use parental involvement to support school improvement efforts.en
dc.description.departmentEducational Administrationen
dc.format.mimetypeapplication/pdfen
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2011-05-3040en
dc.language.isoengen
dc.subjectSchool administratorsen
dc.subjectElementary educationen
dc.subjectUrban schoolsen
dc.subjectParental involvementen
dc.subjectTheory of actionen
dc.subjectSchool improvementsen
dc.titleElementary school administrators' perceptions of parental involvement : from espoused theory to theory-in-use within school improvement effortsen
dc.type.genrethesisen
thesis.degree.departmentEducational Administrationen
thesis.degree.disciplineEducational Administrationen
thesis.degree.grantorUniversity of Texas at Austinen
thesis.degree.levelDoctoralen
thesis.degree.nameDoctor of Educationen

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