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This cooperative attitude allows for better, open communication and a team attitude to develop amongst the school community.
There was also gains in the benchmark scores over the course of the study.
However, more training is needed in order to improve with Volunteering and Collaborating with the Community.
Data sources utilized for this research study include: (a) semi-structured interviews with a Head Start program administrator, preschool teachers and home visitors, and a small subset of parents; (b) surveys given to all parents and families in the part-time preschool program; (c) researcher field notes and observations, and (d) artifacts collected that represent parent-school interaction.
Content analysis procedures were used to analyze the data, collect and identify patterns and trends from both the survey and interview data, and to determine to what extent (if any) the parent involvement practices at Early Beginnings Head Start contribute to the development of early language and literacy skills in preschool children.
When parents are not involved in their child’s schooling, miscommunication, misunderstandings and problems arise.
Parents do not understand or value what the school is teaching students, and children see the conflict as a barrier.
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Many strategies need to be utilized in order to ensure that parents are not left out of activities or opportunities.
The purpose of this qualitative study was to determine the actions taken by one particular charter school district that led to intense parental involvement participation in an urban, metropolitan area.