This qualitative case study focused on K-2 Parent Involvement in a small rural elementary school. It was designed to review the types of parent involvement that occur over time and to identify the most effective forms of parent involvement. The study also investigated specific teacher beliefs and behaviors related to parent involvement and documented any changes in these beliefs and behaviors as a result of being in the study. A final review of challenges to parent involvement was documented.
Data was collected from six volunteer teachers working in kindergarten, grade one, and grade two. Data collection tools included staff pre and post interviews, staff surveys, classroom parent involvement logs, and teacher monthly reflection prompts.
The findings of the study indicate that teachers do value parent involvement and that they believe they encourage this involvement in their classroom. The teachers also believe there is a link between parent involvement and student achievement. The teachers in this study identified many challenges to the creation of a parent involvement program including time constraints on parents and teachers, a classroom and school structure that may not welcome or support parent involvement, as well as an education or training issue for parents, so that they may understand the benefits of parent involvement. It was also suggested that teachers would benefit from professional development in the area of parent involvement.
Implications for practice include offering workshops for parents on curriculum expectations and on the importance of parent involvement, professional development for teachers highlighting the need for parent involvement, initiating a coordinated school wide parent involvement program, and creating a welcoming and supportive school climate that encourages parent involvement.
Limitations to the study include the small sample size, the short duration of the study, and the researcher's role as superintendent.
