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Remote learning has long existed as a learning modality in the education sector, where it has been seen more as an alternative option for receiving education rather than a common learning modality until the entrance of a global pandemic -- COVID-19, also known as the coronavirus -- that hit the world by surprise in late 2019. This study was intended to gain a greater understanding of: (1) how much academic knowledge traditionally acquired through in-person schooling was retained by K-16 students through remote learning; (2) the educational benefits and challenges that K-16 students face in remote learning; and (3) how does remote learning influence some essential thinking skills in K-16 students. It is not known how much academic knowledge traditionally acquired through in-person schooling that students in K-16 can learn from remote learning. The proposed study is needed because there is a lack of qualitative research studies to address the problem of how much effective learning is achieved through remote learning. Although this study addressed the population of K-16 students, the more relevant specialization area that this researcher works to connect with in this study is educational leadership. The purpose of this study is to describe how much academic knowledge traditionally acquired through in-person schooling that K-16 students located in the United States can learn from remote learning through the voices of their parents. A review of the literature showed limited information on the topic of remote learning as it relates to diverse grade levels of students in the K-16 education sector, including students with disabilities. This study used a purposive sample of 19 parents of K-16 learners within the United States representatives of the years 2020-2022, which were the COVID-19 pandemic years. Data analysis was conducted using NVivo 14. Transcribed interviews and open-ended questionnaires were coded thematically and analyzed to determine the remote learning experiences of K-16 learners in the remote learning environment through the perspectives of their parents. Data analysis showed that teachers and interactions are among the key drivers and factors to academic achievement while being in a remote learning environment.

Developing spoken English abilities is of utmost importance for students of Damphu Central School (DCS). By researching the current curriculum, its effectiveness in improving spoken English, and the primary factors of the students' proficiency, the goals of this study were to provide significant recommendations for developing the English language curriculum. A thorough analysis was conducted using input from all three stakeholders--students, parents, and teachers. As a result, the findings of this study highlighted the need to prioritize spoken English proficiency, construct a supportive learning atmosphere, and initiate conversations to amplify overall language skills (Li & Li, 2020). Moreover, the study pointed out critical areas including grammar, pronunciation, and fluency that require further attention as a means of improving spoken English (Nunan, 1998). In order to fully understand the implications of this study, it is essential to note that all recommendations are specific to the DCS context (Richards & Rodgers, 2001). As such, the research suggests that educators should emphasize speaking exercises in the classroom, ensure a positive learning climate and address any individual language obstacles. Furthermore, this investigation has proved the importance of continuous teacher development and similar studies to refine and extend approaches in improving English Communication Skills (ECS) in the school system.

This qualitative descriptive study delved into how parents of Pre-Kindergarten through fifth-grade students in Title I schools in a Southeastern state perceive parental involvement, communication, and support for the home literacy environment. Utilizing Bronfenbrenner's Ecological Systems Theory and Epstein's Model of Parental Involvement as theoretical frameworks, the study aimed to understand the dynamics of parental engagement within the home literacy context. Through semi-structured interviews and focus groups, parents were asked about their involvement, communication with schools regarding literacy, and perceived support for home literacy environments. The findings revealed four key themes: (1) Support for the Home Literacy Environment: Parents acknowledged schools' efforts in emphasizing reading importance and information dissemination, yet desired more guidance. (2) Parental Involvement: Parents described engaging in shared reading as routine, providing literacy materials, and being attuned to their child's needs and interests. (3) Communication: Parents emphasized the importance of open communication between home and school for effective literacy support. (4) Barriers: Challenges included insufficient support and communication from schools and a lack of parental awareness regarding teacher needs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The transition to five-year-old kindergarten is a pivotal time in children's development, setting the tone for the children's and their families' subsequent formal education experiences. Establishing connections between home and school is a key to creating a supportive learning environment for every child. This dissertation examines how home visiting facilitated connections between parents and teachers in support of their children's transition to kindergarten. Guided by Bronfenbrenner's bioecological model, this research conceptualizes the transition as a socially and culturally mediated process occurring within multilayered contexts. Participants included six kindergarten teachers and twelve families across five schools that were purposively selected to reflect the diverse population in the district. Data sources involved semi-structured interviews with parents and teachers, home visit reflections, and observations collected during the 2018-2019 school year. The data were analyzed using MaxQDA, a qualitative data analysis software program. The findings revealed that initiating and building home-school relationships was a significant benefit of home visiting. This advantage stood out when parents compared their experiences with generic transition practices including kindergarten orientation, play dates, and open house events. The findings also suggest that how teachers utilized home visits varied based on their beliefs and values. The teachers' goals for teaching and learning in kindergarten played a substantial role in how they perceived the effectiveness of home visits. This research adds contextual richness to the dynamics of home-school relations during the kindergarten transition period, suggesting the need for a shift from a school-centered approach to a relational approach in transition practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative descriptive study aimed to investigate how parents articulate service strategies and provider characteristics that supported them during the transition from Early Intervention to Preschool Special Education in the boroughs of New York City. The author explored parents' descriptions of service strategies, and their accounts of provider characteristics that contributed to their support throughout the transition. Components of Epstein's parent engagement and Avolio's full range leadership model served as the conceptual framework. Data were collected through 11 one-to-one open-ended semi-structured interviews and two focus groups. Thematic analysis was used to identified five themes from the research questions: (1) Empowering Families through Inclusive Communication, (2) Collaborative Partnerships Fostering Successful Transitions, (3) Fostering Autonomy through Parental Engagement and Home Learning, (4) Navigating Empowerment through Supportive Transitions, and (5) Navigating Clarity: Understanding the Transition Journey. The results show the need to inform the development of more effective support systems and strategies for families transitioning from EI to PSE. The study contributes to the field by offering a deeper understanding of the factors that influence parental involvement and leadership behaviors during this critical period. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This critical ethnography studies five Latino boys, their parents and teachers and how they see themselves as part of the academic community in a public middle school on eastern Long Island. Students were observed in classes and students, parents and teachers were interviewed. Each interview was recorded and transcribed. Tables were created that identified themes. Pragmatic Horizon Analysis was used to understand the nuances of the participants' responses. All members of the study had the same definitions of caring. Many gave examples of Noddings' definition of relational caring. However, when members talked of how teachers should care for students, most members of the study gave examples of virtue caring. All of the boys and teachers in the study saw themselves as part of the academic community and gave examples of ways in which they identified as readers and writers. Parents saw teachers as partners in student learning, but teachers felt parents did not care about their child's education because they did not use the digital tools provided by schools and did not contact the schools. However, parents' denial of their own education and their concern they cannot communicate with schools resulted in parents limiting their contact with teachers. While parents and students had aspirational goals for the boys, eight of the nine teachers felt the boys would pursue vocational occupations in the future. The study supports the idea that some misconceptions are based on racial positioning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study is to investigate the perceptions of high school teachers and Parents of high school and middle school perceptions of homework during emergency remote learning. The major findings suggest several things. Parents viewed themselves as teachers during ERL. Parents also struggled to assist their children with homework completion due to a lack of knowledge or skill. Distance created a barrier to effective teaching due ERL. Parent and teacher views of homework changed because of ERL. ERL caused emotional trauma for students. Finally, teachers and parents alike defined homework as something that is completed at home with minimal supervision. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative descriptive study was to explore how parents of special education students describe their role in the prevention of bullying in elementary schools in the Northeast region of the United States. This study included 41 parents of special education students in kindergarten through fifth grade in the Northeast region of the United States completing a questionnaire, with 11 also participating in an individual semistructured interview. Bronfenbrenner's ecological systems theory guided the two research questions of this study. The two research questions were: how do parents of special education elementary students describe their role in the prevention of bullying, and how do parents of special education elementary students describe the strategies they use to prevent bullying? Using thematic analysis, the researcher identified 13 themes from the research data regarding how participants described their role in the prevention of bullying in elementary schools. (1) bullying of special education students, (2) bullying causes and effects, (3) bullying parameters, (4) family environment, (5) parent involvement, (6) prevention in schools, (7) what more can school do, (8) social media, (9) prevention program, (10) parent prevention role, (11) prevention strategies, (12) strategies used during a HIB, and (13) training. The findings of this study demonstrated that although unsure of their rights, parents of special education students take an active role in preventing bullying. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this dissertation was to provide teachers, principals, district administrators, and local, state, and national legislators with an understanding of what the perception is of Hispanic American Immigrant parents regarding their access to parental engagement and agency through the American public school system, specifically elementary schools. This was a phenomenological qualitative study. There were ten participants that participated in the study. The criteria for the participants were: (a) They had to have been born in a Hispanic country, (b) Spanish must be their first language, (c) they must have immigrated to the country as adults, and (d) must have at least one child in elementary public schools in Texas. The Hispanic population in Texas and across the nation continues to grow. How schools, districts, and policymakers interact and make decisions for this specific community matter. Through this research, the audience has a better understanding of Hispanic immigrant perception on: (a) access to social capital provided by the school, (b) how and why they become involved in education, (c) and their agency and engagement in their children's education. The conclusions found in this study were: (a) public elementary school's lack of providing social capital to Hispanic American immigrant families to help break down their barriers and provide equitable opportunities and (b) public elementary school's lack of embracing Hispanic American immigrant parents in their school communities. Overall, American elementary public schools needed to rethink how they implemented parent engagement for the growing immigrant populations, specifically Hispanic American. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Learner variability presents an enormous challenge for teachers and schools. Even as early as kindergarten, incredible learner diversity exists in terms of children's early learning experiences, especially in mathematics. Research has shown that this variability begins in the home environment, where parents and caregivers have the biggest impact on the child's readiness for school. Regular, high-quality, parent-child shared math interactions have a great impact on the child's foundational math knowledge. However, there are limited studies on the parent motivations that drive these interactions, especially for parents of young children (ages 3- to 5-years-old) in the area of mathematics. The present study focuses on the continued development of a survey instrument that helps stakeholders better understand parent/caregiver perceptions, decision-making, and behaviors around mathematical parenting in the home. This study builds on previous work (e.g., Betts, 2021) that establishes RESET (Role, Expectations, Skills, Efficacy, Time) as a framework for examining the parent perceptions and motivations that most influence interactions in the home mathematics environment. A convenience sample (n = 63) was used to pilot the survey instrument and test the reliability of items. Building on prior work, the present study tests a revised tool designed to collect data on mathematical parenting practices (i.e., perceptions, motivations, and behaviors) in the home to help increase our understanding of the ways families can be guided to support the early mathematics learning of their young children. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The COVID-19 pandemic caused a significant disruption to public school education particularly regarding the mode of instruction as it shifted from face-to-face to virtual. The purpose of this study is to determine the impact of this rapid and major change on the socialization, academic achievement, and application of executive function skills of Gifted and Talented elementary school students as perceived by the parents/guardians and teachers of those students. The data for this mixed methods longitudinal study was collected via pre-and post-surveys and one-on-one interviews of parents/guardians and teachers of Gifted and Talented students in Cecil County, Maryland. Of the 12 conditions examined in this study only two returned statistically significant results pertaining to differences in perception. The perceptions of parents/guardians pertaining to academic achievement changed over time and the difference in perception of executive function skills between parents/guardians and teachers was significant on the post-survey. Parents/guardians indicated socialization to be their most important consideration while teachers indicated academic achievement. Both groups indicated executive function skills to be third in importance. Study results imply that during an emergency switch in mode of instruction the effect on socialization, academic achievement, and application executive function skills as perceived by parents/guardians and teachers does not change to an appreciable extent. The study did indicate that the absence of continued specific gifted and talented services was a concern for both parents/guardians and teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Lack of access to books has a lasting effect on children. The home literacy environment of a child impacts their emergent literacy skills, and later the level of literacy with which the child enters kindergarten. Children from lower socio-economic environments are more likely to enter kindergarten behind their peers due to factors such as: less access to books in their home due to poverty and having family members that work multiple jobs and have less time to spend reading with their children. Shared reading between a caregiver and a child is an integral piece of emergent literacy that can start in infancy. It is imperative that families have access to books to share with their children. This study aimed to address parental beliefs and perceptions about literacy and how those influence their child's literacy exposure. The study also provided access to a lending library for preschool students in a lower socio-economic school district. Data was collected by reviewing relevant literature, surveying caregivers, and providing a 6-week book sharing program for children who participated in the lending library intervention. Findings were then analyzed using quantitative methods to determine how the intervention was received by families and if the impact was great enough to advocate to the school district that the lending library become permanent. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Bilingual children, the majority of whom are Spanish-English learners, now constitute over a third of the preschool population in the United States (Migration Policy Institute, 2021). Bilingual children and their families face multiple barriers to high-quality early childhood education, which are largely due to the underutilization of culturally and linguistically responsive academic assessment, instruction, and family engagement practices (Adair, 2015; Cuba, 2020; McWayne et al., 2022; Nores et al., 2018; Paulick et al., 2023). However, preschool practices for promoting bilingualism can be challenging to implement because bilingual children are highly heterogeneous, and there is relatively little research available on typical development and home environments in this population (National Academies of Sciences, 2017; What Works Clearinghouse, 2023).This dissertation consists of two person-centered studies aimed at advancing the field's understanding of heterogeneity in the preschool development and home environments of Spanish-English bilingual children. The first study identified profiles of Spanish and English preacademic skills using fall and spring oral language, pre-literacy, and early numeracy assessment data from 348 pre-kindergarten children. Demographic predictors of children's profiles and changes from fall to spring in the number and type of profiles, as well as profile membership were examined. Four profiles of bilingual development were selected. Profiles were distinguished by patterns of English-Dominant Average, Spanish-Dominant Low, Balanced Hig; and Balanced Average pre-academic skills. The number and types of profiles remained stable from fall to spring, as did children's individual profile membership. Child age and maternal education were key factors that differentiated children in the English-Dominant Average and Balanced High profiles from children in the other profiles. The second study identified profiles of bilingual home environments using family questionnaire data from 348 Spanish-English bilingual pre-kindergarteners. Specifically, home environment profiles were generated based on patterns of variability in the amount of language exposure, child language use, and parent-child activities that occurred in mostly or all Spanish, mostly or all English, and equal proportions of both languages. Additionally, demographic predictors of home environment profiles were examined, followed by an investigation of the relationship between home environment profiles and child outcome profiles. Three home profiles were selected, including an English-Dominant Home Environment, a Dual-Language Home Environment, and a Spanish-Dominant Home Environment. Child age and maternal levels of education significantly influenced children's membership in the Dual-Language Home Environment and the English-Dominant Home Environment. Additionally, children were more likely to be classified in the child outcome profile with patterns of language dominance or balanced bilingualism corresponding to their home environment profile. The profiles identified in these studies help distill the complexity of bilingual development and bilingual home environments without obscuring meaningful variability. Findings have important implications for developing culturally and linguistically responsive assessment, instruction, and family engagement practices that center and celebrate bilingualism as an academic asset. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Academic letter grades may potentially encourage or discourage Cherokee students from doing well in school and seeking advanced degrees beyond secondary school. Cherokee Nation has just over 100 public school districts located inside the reservation boundaries, in which more than 200,000 students are being served daily, with nearly 32,000 being Cherokee citizens. This study focused on the twenty-five K-8 school districts primarily located in rural areas with the highest populations of Cherokee students. Perceptions of grades may vary widely for students, parents, and school officials. In 2023, there were approximately 10,000 classrooms in the Cherokee Nation, and there was little to no uniformity in grading scales, policies, or practices. Cherokee Nation is in eastern Oklahoma, and the Oklahoma State Department of Education does not currently have grading scales or policies that all schools are mandated to follow through state legislation. This leads to inconsistent grades from school to school and classroom to classroom. The inconsistency leads to different perceptions by all stakeholders of whether students, teachers, and schools are performing at high or low levels. Perceptions of grades may have positive or negative effects on students and may dramatically shape their future. Inflated grades may lead to overconfidence and inaccurate perceptions of skills and capabilities, while deflated grades may lead to low self-esteem and a lack of motivation. High or low grades may lead to satisfaction and happiness or added stress and anxiety. One of the primary goals of educators is to prepare students for future successful careers in the workplace. Historically, many students, teachers, and parents have believed that high grades directly relate to students getting the best jobs; however, high grades are not frequently the primary factor that potential employers consider. Velasco (2012) described employers' perceptions of grades for new graduates and how those may be related to workplace attributes while not being the most important indicator for success. The most important factor for employers is matching specific jobs and duties to the appropriate academic skills and personality traits, which is how they view an ideal candidate. Perceptions of academic letter grades are an essential factor impacting the lives of students across the Cherokee Nation; therefore, they must be studied to improve the best practices in classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Critical race theory has challenged whose truth is told in schools (Lynn & Parker, 2006). Private schools belonging to the National Association of Independent Schools have questioned what truth is taught in their schools ("NAIS -- Diversity, Equity, Inclusion, and Belonging," n.d.). Concurrently, these schools face declining enrollment of full tuition-paying families who are typically White (Ee et al., 2018). This dissertation is a qualitative phenomenological study. The phenomenological study aims to understand how enrollment directors at independent schools in the American Southwest perceive parent and guardian reaction to diversity, equity, and inclusion policies, practices, and pedagogy in their schools and how this might impact enrollment. The theoretical framework for this study is critical race theory. An overview of private schools, with a focus on race and class, will be presented, as well as the current challenges facing independent schools. Specific recommendations for future studies will also be discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The problem that was the focus of this study is that many parents, both children who are typically developing and those who have special needs, are unsure of the benefits of inclusive preschool classrooms. This study is important because it enhanced understanding of how parents make informed decisions about what is educationally best for their children and how they interpret the challenges and benefits of inclusive education for their children. The purpose of this qualitative study was to explore the perspectives of parents of typically developing students and parents of students with special needs enrolled in an inclusive preschool classroom regarding benefits and limitations they may see, and reflected four research questions that guided this study. The conceptual framework of familiarity bias as described by Fox and Levav informed interview questions asked of nine parents of both typically developing children and children who have special needs. This study found multiple benefits and few limitations for all students in the inclusive classroom. The research also suggested that parents had a positive view of the inclusive classroom and its effect on their children. Based on this study, it is important to expand the availability of inclusive classrooms and ensure staff development is available to help teachers prepare to meet the needs of students in this type of classroom. This study contributes to an understanding of what is important to embed in future inclusive classrooms. Positive social change will result from this study when inclusive preschool classrooms are widely available, providing mutually supportive social and academic growth for all students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teacher-student relationships have long been identified as an important factor in the success of a student, and in the investment of the teacher. Extensive research has been conducted on the perception and outcomes of teacher student relationships from the perspective of the teacher and that of the students. However, research on the outcomes, insights, and expectation of teacher-student relationships from the perspective of parents, specifically parents of urban elementary students, is scarce. This study aimed to address the research gap by exploring the lived experiences of urban elementary parents through a phenomenological, qualitative study. Three semi-structured focus groups were held in which the researcher interviewed and facilitated discussions with parents of a child currently in kindergarten-second-grade in an urban school district in Northeastern Ohio. The 16 parent participants were asked to describe characteristics and expectations of high-quality teacher-student relationships, reflecting on their lived experiences and current state as a parent of an elementary student. Participants shared personal anecdotes, reflected on the impact of teachers in their own life, and emphasized the formative role teachers play in all aspects of a child's life. Responses indicated five primary themes when determining expectation and characteristics of teacher-student relationships from the perspective of parents: 1. Strong and consistent communication, 2. Teacher care and connection, 3. Teacher awareness and understanding to individual situations, 4. Holding students and families to high-expectations, and 5. Student engagement and recognition of individualized learning. The results of the study suggest that the teacher-student relationship is pivotal in making meaningful connections and creating a sense of belongingness and interconnectivity for students. Implications of the study indicate the importance of viewing the teacher-student relationship from a comprehensive lens, including the insights of parents, teachers, and students. The advocacy for resources and opportunities for teachers to foster relationships is vital in creating student success in the academic setting and beyond. Additional findings include the cruciality of the teacher beyond school in making connections, and the significance of the teacher in the success of the students, especially in an urban setting. The teacher matters in all components of a student's life. Furthermore, the results indicate that high-quality teacher student relationships include interpersonal and authentic relational attributes of care, investment, respect, cultural attunement, and a connection beyond academics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation was designed to determine which behavior analytic intervention was more effective in the treatment and reduction of mouthing non-nutritive substances in children diagnosed with autism. This study included four participants in an A-B-A reversal design with a component analysis across four intervention phases. The study participants were enrolled in a center-based treatment environment for children with autism who displayed frequent pica behaviors that present a danger to health and create a barrier to learning. Parents have voiced significant concern for each of their children who were participants and sought out effective interventions that are generalizable across environments. The participating parents of the children and adolescents for this study received required training for appropriate replacement behaviors to maintain low to zero levels of mouthing behavior each day following the fading out of the intervention. The writer established three treatments beginning with redirection paired with a mild punishment procedure; next was skill acquisition with discrimination training; and the third treatment applied discrimination training with a food exchange procedure, before the removal of pica treatment. Prior to treatment, each participant took part in a series of procedures that included a functional analysis and a preference assessment for foods, items, and activities that might be reinforcing. The first phase was the preintervention and baseline data collection, along with caregiver meetings and completing documentation and assessments. The second phase began with the first intervention, which used redirection of the pica behavior, response blocking with a verbal reprimand to stop the chain of behaviors leading to mouthing before contact with the non-nutritive substance and the child's mouth. The second intervention, introduced in the third phase, consisted of response-blocking paired with discrimination training and noncontingent access to preferred foods. The fourth phase included the training and execution of a food exchange procedure to replace pica items with appropriate food consumption. Lastly, the fifth phase tracked the maintenance and generalization of pica behavior when pica interventions were removed. The level of intrusiveness between phases increased with each intervention. The component analysis was based upon passage of time, which lasted 2 weeks per treatment, with the same amount of intervention for each phase received by each participant. An analysis of the data revealed that the participants' data across all phases of intervention showed a decreasing trend, which resulted in low to zero levels of pica behavior, although two participants showed spontaneous recovery of the behavior yet also reduced pica instances during the next sessions. The intervention that reduced pica behavior to the lowest levels for all participants was Phase 4 in which the participants exchanged pica items for preferred foods. All parents expressed satisfaction with the reduction in pica, reduction of all maladaptive behavior, and improved language and social skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this nonexperimental correlational quantitative research design is to examine if there is a relationship between parents' understanding of summative student score reports and accessing further resources online, while also examining the relationship between parents' comprehension of the summative student score report and other variables. Standardized score reporting has received research focus over the years, but there is little research on parents and their perceptions of what the score reports are communicating. Even more specific to the state of California, there is limited focus on Spanish-speaking parents, which is the largest demographic subgroup attending public schools in the state. As a result, the primary focus of the study is Spanish-speaking parents, but the data-collecting procedures were randomly distributed. Data were collected through anonymous questionnaires sent out by one school district to parents through ParentSquare, a communication application that many school districts in California use. Similar questions used in a 2018 study by Kannan et al. to determine parents' comprehension of student score reports were utilized to increase the validity of the research. The results of the study will be shared with local school districts, as well as state representatives, to add to the understanding of who is accessing the online resources. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Due to the unintended impacts of out-of-school suspension that may occur to Black boys in middle school, all stakeholders, specifically school counselors, must fully comprehend how this type of discipline affects this population to better support them with best practices. The purpose of this qualitative phenomenological study was to gain a deeper understanding of how out-of-school suspension impacts middle school Black boys' social and psychological well-being. The research population was individuals who met the following criteria for the study: (a) self-identify as Black, (b) have a son in middle school (grade 6-8), and (c) have a son who has been suspended from school at least one time. The study was centered around the research question: What are the lived experiences of parents of Black middle school boys and the social and psychological impact of school suspension. A hermeneutic design was used, incorporating interpretive phenomenological analysis as well as critical race theory as the conceptual and theoretical frameworks, respectively. Through data analysis, four primary themes emerged: (a) perceived emotional turmoil, (b) unjust feelings of suspension, (c) dreadful beliefs about return, and (d) singled out as a Black boy. The outcomes of this research hold promise for positive social change by contributing data to existing research, addressing the information gap concerning Black boys and the often overlooked impact of out-of-school suspension on them. Additionally, these results can inform school counselors and other stakeholders engaging with this demographic to adopt approaches and tools grounded in best practices for assisting Black boys reintegrating post suspension. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The qualitative research study was guided by the following research questions: What factors impede how parental advocacy works in collaboration with the IEP team, and what motivates parents to be involved and/or engaged with their child? The qualitative study examined the everyday experiences of parents and school personnel as they collaborate to develop Individual Education Programs for children in middle school while looking at factors that may impede total collaboration in the development of an Individualized Education Program. Nine participants were interviewed in the qualitative research study. Three participants were parents, and the remaining six participants were school personnel with years of experience in collaborating as an IEP team. The reoccurring themes identified throughout the data analysis were background information, involvement/engagement, jargon, intentional relationships, motivation, behavior, and advocacy. The information from the qualitative study could help establish more effective partnerships between parents and school personnel and encourage more openness and communication to have a more positive impact on students' educational experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this case study was to explore the social-emotional effects of looping in a multiage program at a Title 1 Elementary School with a high population of multilingual learners. The Elementary School was located in a neighborhood within the southeastern portion of the United States of America. The research questions were "How do stakeholders (parents, administrators, and teachers) view the impact of a multiage program using a looping model at a Title 1 school?" and "How do stakeholders view the child's social-emotional skills being affected by looping in the multiage program?" The researcher sent open-ended questionnaires to parents, teachers, and administrators who participated in the program. Fifteen parents, three teachers, and two administrators completed the questionnaires. Other artifacts that were analyzed were attendance reports and discipline reports. The data was analyzed using a thematic approach. The major themes that emerged from the questionnaires were positive parent-teacher relationships, positive student-teacher relationships, growth in social-emotional learning, and increased motivation while in the program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The South Carolina laws that mandate regular school attendance place the responsibility on parents to ensure compliance. South Carolina still uses punitive measures to address chronic absenteeism, meaning schools can refer students to law enforcement to face criminal truancy charges and jail time. Their parent(s) can also face criminal consequences by having to pay fines. The purpose of this phenomenological study was to explore perspectives of middle school (grades 6-8) parents to understand what they believe were causes of chronic absenteeism, how they felt about school responses, and to hear their recommendations for improvements. Because the state laws task each school district with creating procedures to address chronic absenteeism, responses to such absenteeism vary by district, which means the level of parental involvement/engagement also varies. With so much responsibility resting upon parents to ensure that students attend school regularly, this research focused on the perspectives of parents whose middle schoolers experienced chronic absenteeism. This study used snowball sampling to gain insight from parents. A screening survey was used to determine eligibility and 11 parents were eligible to participate. Semi-structured interviews with open-ended questions were conducted in-person or online via Zoom to collect data. Data saturation occurred after six interviews. Data analysis occurred through thematic analysis with a deductive approach and NVivo 14 software was used to determine which themes emerged. The participants revealed common themes related to the root causes and contributors of chronic absenteeism related to Bronfenbrenner's Ecological Systems Theory that included the student, schools, parents/family, as well as the community. This study found that parents desired more proactive approaches to addressing chronic absenteeism. School districts can utilize the results of this study to examine their policies/procedures and increase parental engagement to address chronic absenteeism. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Students with autism spectrum disorders enrolled in special education programs during high school have continued to be at risk of negative outcomes after high school. Researchers have noted the number of students with autism and the cost of educating students with autism were rising. The purpose of this study was to gain the perspectives of parents to explore methods that support people with autism who participated in special education programs while in high school. This study was created to inform young adults with autism, their families, and people who provide services for young adults with autism to prepare for more productive post-high school experiences. Research questions included: (a) what programs or experiences in high school led to positive outcomes after high school for students with autism; (b) what programs or experiences during high school were seen as not helpful and should be changed or discontinued for students with autism; and (c) did parental involvement in high school programs or lack thereof impact the outcomes for the students with autism? Data were analyzed using Colaizzi's (1978) 7 step method. The method chosen was a qualitative study using interviews through phone calls. Phenomenological design was selected to support obtaining themes through interviews from the perspectives of the individuals. The target population was the parents of people with autism who had special education IDEA programs throughout high school and had completed or ended a high school program within the last 10 years. Participant sampling was done through a snowball method and outreach to Northwest region autism groups to find additional participants. Data from this study showed general education peers and staff lacked the skills and knowledge to be able to adequately include students with autism into general education programs and outside agencies were important to student success. Recommendations included providing a one-page individualized education program document, providing professional development for staff, ensuring the inclusion of students with autism in the general education setting in a manner that fosters belonging, and to ensure transition services between high school and beyond includes clear actions steps. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Family engagement with schools has been shown to be a predictor of student success (Powell et at., 2010) and federal statute supports school/ family relationships through the Family Engagement in Education Act. For students with disabilities (SWD), family engagement may be even more critical. Unfortunately, data has suggested that family engagement may be limited due to barriers families of SWD may face (Van Haren & Fiedler, 2008). Teacher invitation, teacher beliefs about family involvement and quality of communication are factors related to family engagement. The purpose of this study was to investigate an in-service teacher's use of a step-by-step strategy during family/ teacher conferences to increase family engagement during the conference, improve quality teacher communication and positively impact teacher beliefs on family involvement. The step-by-step conferencing strategy was called PIQUE and was developed through a review of prior research and feedback from experts in the field. This case study used both quantitative and qualitative methods to determine the effectiveness of the PIQUE strategy. Within an AB single-case design, I noted an increase in the 5-second intervals of the family speaking during the conference from baseline to post-intervention phase. This increase was immediate and demonstrated an accelerating trend. The teacher and parent completed surveys and interviews, which were analyzed thematically alongside descriptive and inferential field notes recorded by the researcher. Through this analysis, two primary themes were identified as Misunderstanding Communication as Equal to Engagement and Bias as a Barrier to Engagement. A secondary theme of Lack of Confidence When Engaging with Families was also identified. Triangulation was achieved across quantitative and qualitative data sources. Conclusions point to an increase in equity of power during conferences and positive change in teacher beliefs about family involvement and engagement after the implementation of the intervention. A conclusion that PIQUE implementation led to these changes should be interpreted with caution due to the threats to internal and external validity of case studies. The study concluded with implications for practice, limitations and suggestions for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative study was to provide rich descriptive answers from caregivers in a rural Title I school district in regards to their participation in their children's education as well as any perceived barriers that potentially would prevent participation. Using Hoover-Dempsey and Sandler's (2010) Model of Parental Involvement, the study examined caregiver responses to open-ended interview questions. Six participants were selected from the study through purposeful and snowball sampling. Each participant was interviewed once and each participant gave their thoughts and opinions regarding their involvement and interactions with the school district and individual teachers. Four relevant themes emerged from the data collection: connections created by conferences between caregivers and teachers, home as an extension of the school setting, effects of social media on caregiver involvement, and the school as the heartbeat of the community. Data gathered from the interviews also indicated that the school district and teachers supplied many invitations to caregivers to participate in their children's educational experiences. Researchers can use this study to compare and contrast caregiver participation in a rural school district with participation levels and challenges in larger schools or schools that have a greater demographic diversity. The study's results typify the many levels of caregiver participation and show varied differences in participation and barriers among caregivers with children of vastly different ages and grade levels. The results also provide a glimpse of how a school in a small rural community is intertwined within that community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Fifty percent of African American men with learning disabilities will not persist past their first year of college (Newman et al., 2011). A bachelor's degree for an African American man means that he is five times less likely to be incarcerated than his peers with a high school diploma and will, on average, make approximately $32,000 per year more than his counterparts without a bachelor's degree (Trostel, 2015). Frequently neglected and inadequately represented in existing literature on learning disabilities are the experiences of African American men with learning disabilities in higher education. The purpose of this phenomenological multi-case study was to examine the postsecondary educational experiences of African American men with learning disabilities by exploring the perspectives of both parents and students. Ten semi-structured interviews were conducted; six parent interviews and four student interviews. The study answered the following research questions (1) What are the psychosocial experiences of parents of African American young men with learning disabilities at the postsecondary level? (2) What are the primary roles of parents of African American young men with learning disabilities at the postsecondary level? (3) What do parents perceive about the intersecting identities of disability, race, and gender on the social and academic experiences of their African American young man with learning disabilities at the postsecondary level? (4) What are the psychosocial experiences of African American men with learning disabilities attending a postsecondary institution? (5) What are the experiences of African American men with learning disabilities attending a postsecondary institution regarding social and academic supports? Based on the data analysis, three parent themes, and two students, four cross themes emerged respectively: (1) Bubble Wrap Parenting (2) The Changing of the Guard, and (3) In the Intersection of Black and Disabled (1) Right in the Middle of the Dichotomy and (2) The Juggling Act. As well as cross-case themes (1) Higher Education Goals (2) Self-Disclosure the Key to Access (3) Seeking Normalcy and (4) Racism. The findings underscore that when Black men with learning disabilities receive services that segregate them from their peers, they face a forced choice between preserving their identity and accessing necessary support. One recommendation arising from these findings is to make support services universally available. This entails granting all students access to supports such as assistive technology and note-taking apps that have traditionally been exclusively available for the disabled population. By taking this action, any stigma surrounding segregated support would be eliminated. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Online communication platform usage in education is growing, however, current research lacks consideration of widespread use to close the parent-teacher communication gap in elementary, Title I schools. This study aimed to explore online communication platforms and parent-teacher relationships, intending to contribute new information on the communication experiences and challenges that exist between the Confederated Tribes of Siletz Indians and elementary schools. Using a phenomenological research approach, the lived experiences of thirteen tribal parents residing in rural Oregon were explored to gain a comprehensive understanding of their reception and utilization of online communication. Semi-structured interviews were used to generate in-depth and detailed descriptions of the shared phenomenon. Through the data analysis of interviews, several centralized themes emerged which directly corresponded to the research questions of the study. For research question one, the themes encompassed various aspects of online communication, including reception, interaction, methods, motivation, sought-after information, and external channels. Meanwhile, for research question two, the themes revolved around challenges, barriers, and parental satisfaction with online communication from the school. The findings support the utilization of online communication tools between schools and CTSI parents. While the Remind application and emails were appreciated, they came with challenges like technology issues and excessive or overwhelming notifications, prompting the need for better strategies. Additionally, obstacles such as limited internet access and inconsistent responses hindered communication efforts. Despite challenges, parents strived to stay involved in their child's education, preferring quick and personalized updates through online channels. Overall, CTSI parents' experiences with school communication were diverse, reflecting varied preferences and obstacles. This study provided CTSI parents with an opportunity to share their perspectives in the research literature, representing one of the initial inquiries into the lived experiences of CTSI parents as they navigated online communication with personnel at their child's school. This research is useful to tribal members and school personnel and will help schools select and implement online platforms that provide successful communication approaches. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This research examines the reasons why parent(s)/guardian(s) have chosen to enroll their child in a Catholic high school in the New Orleans area. Currently enrollment in Catholic high schools in the area is down post-Hurricane Katrina. This research is a qualitative study utilizing Grounded Theory methodology. An anonymous survey was sent to eighth grade parents of selected Catholic high schools, which they completed and submitted online. The results from the coding of the survey responses indicate that the primary reasons parent(s) selected a Catholic high school education for their child was academics, the importance of faith and/or Catholic education, the community of the high school, and the importance of discipline and safety for their child. With this information, the Archdiocese of New Orleans Office of Catholic Education and Faith Formation and the individual order-run schools in the area can affect their recruiting and marketing strategies to increase enrollment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this quantitative, correlational study was to examine if and to what extent a correlational relationship exists between the variables of family functioning and academic performance as well as family functioning and school behaviors. The theoretical frameworks of William Glasser's choice theory, Circumplex model of marital and family therapy, and Covington's theory of academic self-worth. The present study was guided by two separate research questions. Data were collected from 132 middle schoolers and their parents. Positly, a participant research database was used to distribute the online SurveyMonkey survey containing two reliable and valid instruments in addition to demographic data. To examine these variables, the researcher utilizes the Family Satisfaction Scale (Olson, 2010), Student GPA (academic performance), and the Strengths and Difficulties Questionnaire-Parent Version (student behavior). A negative correlation was found between the two variables of family satisfaction and student behaviors, [rho] = - 0.30, p < 0.001; a statistically significant relationship exists between family satisfaction and student behavior. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this mixed-methods study was to investigate the relationship between principal and parent perceptions of social media use by schools to communicate with the community. The researcher collected quantitative survey data from school principals and parents around the globe using Likert scales along with qualitative data of open-ended questions. Additional qualitative data were collected through elementary, middle, and high school principal interviews. The objective of the research is to better understand perceptions of social media use to better utilize the tool as a means of communication for a school. The results of this study indicate that parents view school social media accounts positively and that they are a source of information for the community. Principals in comparison to parents largely viewed social media use in a negative perspective. This research offers valuable insights into school social media use and how school principals can use it as an effective communication tool. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The Individuals with Disabilities Education Act (IDEA) indicates students should participate in their Individualized Education Program (IEP) meetings whenever appropriate (IDEA, 2004), yet many students are uninformed of the purpose of these meetings and are not meaningful or active participants in the development of their IEPs (Martin, Van Dycke, Christensen, et al., 2006a). A student-centered planning approach is consistent with the focus within the IDEA on including students in transition planning and using a strength-based approach inclusive of hobbies and interests. There are many benefits of this approach, including self-determination, self-advocacy, academic achievement, and increased participation. The current qualitative study involved an exploration of student, parent, and an IEP team member's perceptions of an IEP meeting before and after participating in a student-centered IEP meeting through individual interviews. The interviews were transcribed and analyzed using interpretive phenomenological analysis (IPA). Themes identified in the student interviews revealed an increase in student awareness and knowledge, specifically about their IEPs, strengths, weaknesses, and services to which they are entitled. Parent interviews revealed themes of collaboration and team member interviews conveyed a theme of increased participation. Overall, centering students in the IEP process led to better participation and understanding of the IEP and the process, which illustrates the importance of IEP teams implementing this approach. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Over the course of the past thirty years, single sport specialization for younger athletes has been rising. The purpose of this action research study was to determine the negative impact of travel/club sport participation on high school athletic participation. Utilizing a state and national participation reports, a survey to coaches, interviews with parents, coaches, and athletes, and a focus group with parents, the overall result expressed that while some athletes may have a single sport focus, the overall rates of participation in high schools are rising because other high school students are filling the rosters. Throughout the research it was noted that single sport specialization has adverse medical effects with the realm of physical, mental, and emotional injuries. Moreover, there is a significant financial burden for families when engaging in any level of travel or club sport. The final determination within the action research was that parents interested in athletic participation are not educated or informed of the benefits, risks, and challenges presented by athletic participation until they are involved within a sport or sports. Thus, it was necessary to determine not only research-based learning methods for adults but also the most appropriate time frame to offer information and education to parents. Utilizing a small group presentation format as well as relative sports starting ages, the most effective time was to offer information to parents with children as young as six but not limit to any age. The result at the conclusion of the action research determined that willing parents acquired knowledge within a small group setting with appropriate field level experts. Furthermore, parents acknowledged the need for experts due to most of their knowledge of youth athletics stemming from either coaches or neighbors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative phenomenological study aimed to explore the perspectives of Mexican American fathers with children diagnosed within the context of the public school's special education system and Individualized Education Program (IEP) meetings. The study focused on understanding the experiences of ten Mexican American fathers to shed light on their viewpoints and address potential gaps in understanding their roles in their children's education. The research delved into fathers' perceptions of school leadership practices and the importance of their involvement in special education. Using Goffman's theory of stigma and Bandura's social cognitive theory, the study examined how these theories applied to Mexican American fathers' experiences with their autistic children. The research followed Moustakas's process for collecting and analyzing interview data, exploring two main research questions regarding Mexican American fathers' perceptions of their experiences with the special education system and the importance they attributed to their presence in their child's IEP meetings. Data was collected from interviews and analyzed using Nvivo and Microsoft Word tables. The findings emphasized the significant impact of fathers' engagement on educational plans. The emerging themes provided a structure for presenting the results, highlighting the need for increased involvement of Mexican American fathers in the special education process and active participation in IEP meetings to enhance their children's educational experiences. The recommendations underscored the importance of fostering a meaningful understanding of engagement for Mexican American fathers. The implications of limited educational experiences when fathers are not actively involved in creating an educational plan were discussed. The findings and recommendations contributed to the broader understanding of fathers' role and highlighted the significance of their active participation in the special education process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The kindergarten through twelfth-grade school experience, marked by a series of transitions between grades and learning environments, has a significant impact on academic performance, behavior, and social/emotional connection for students. The purpose of this study is to determine if the academic performance of third through eighth-grade students is impacted by a transition to a new building resulting in a change in learning environment and examine the perceptions of this transition and its impact as reported by parents/guardians, teachers, and school administration. Quantitative data from the state's Department of Elementary and Secondary Education determine if there is a change in performance following a transition when a building level change occurs at grade level advancement. Surveys and interviews collect qualitative perception data from parents/guardians, teachers, counselors, and administrators to further explore the impacts of building and learning environment transitions. The results of the research indicate school personnel and parents/guardians see value in the relationships between students and school personnel that are formed over time in the educational setting; student achievement data along with school personnel, and parents/guardians' perceptions indicate that building transitions may have some impact on student academic performance, although the results are mixed; and school personnel and parents/guardians feel that the transitions from one building to another when advancing grade levels increased student stress and anxiety and result in an adjustment period to the new learning environment. The implications of this research are beneficial to school district administration for planning grade-span configuration in the best interest of the student as well as in the development of support to students to minimize the impacts of transitions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this Action Research study was to investigate and improve preschool program maintenance and decision-making processes as understood by teachers, parents, administrators, and community members. Participants and data collected in Cycle 1 consisted of interviews with two teachers, one current and one former, and three former parents within the program who offered focus areas for developing a new preschool program handbook and resource guide. Action steps were designed, implemented, and evaluated in Cycle 2 in order to foster communication amongst stakeholders, increase accessibility and transparency within program decision-making and maintenance processes, as well as strengthen family and community engagement. Teachers, families, administrators, and community members developed and facilitated four focus group sessions. Evaluating the results of the Action Research study included a thorough assessment of pre- and post-surveys, exit tickets issued after each focus group, and debriefing interviews with representatives from each stakeholder group. Participants provided critical feedback that assisted in the evaluation process. Four major themes emerged: strengthened sense of collaboration and communication, support of greater involvement and engagement, increased accessibility and transparency, and more favorable views of program quality. Implications for the organization included dedicated efforts to engage parents and families in the classroom and school at large, opportunities for family and community participation, and solicitation of feedback from teachers and families. [The dissertation citations contained heppre are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this two-cycle, action research study was to investigate the teaching of reading at the high school level (grades 9-12) in a suburban school district in New Hampshire. The research question framing this study was, What do teachers say is needed to support the teaching of reading at the high school level at one school district in New Hampshire? The Cycle 1 data was collected from teachers, parents of students, and high school level students (over the age of 18) through interviews and focus groups. The findings suggested that teachers need time to listen and to share ideas and opportunities for continuous, ongoing support for improving instruction. Therefore, the Cycle 2 action step activities were designed to create an opportunity for teachers to share ideas, learn new strategies, develop resources, and implement new instructional practices. Further, participants chose material to post to a digital repository for use as a shared resource for teaching of reading at high school level. Participants indicated that the action step was a success in its goal of supporting teachers working together to address the problems associated with teaching of reading at their high school. In relation to the research question, there were four key findings: (1) Every high school teacher should be a teacher of reading; (2) Teachers need differentiated and on-going professional learning to continue to develop their knowledge and skills in supporting high school reading; (3) Teachers benefit from learning as a community that focuses on supporting student reading in high schools; (4) Teachers rely on school leaders to enable creative scheduling, purchase of resources, and creation of a culture of safety in which to take risks with their reading instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Social and emotional learning (SEL) has many benefits to students, and previous studies have focused on public and private, in-person learning environments. The homeschool environment has not been studied to determine the benefits of SEL, including increased academic outcomes. The problem was the poor student academic achievement due to the decline in learning in TK-12 homeschool settings heightened by COVID-19 shutdowns. The purpose of this qualitative case study was to investigate the effect of the addition of social and emotional learning curriculum in the TK-12 homeschool environment on student core curriculum achievement. The research was led by the invest-and-accrue model of conscientious theory and the social-emotional development theory. The first research question focused on the parents' perceptions of students' academic achievement after the inclusion of SEL lessons. The second focused on the reason for the changes in academic outcomes after the addition of SEL lessons. A total of 15 parents, chosen out of convenience, were interviewed on their perceptions of changes in academic outcomes and personal perspective on noticeable changes with the addition of SEL. Interviews were recorded for accuracy and transcribed to identify common themes found within the results. Data were collected, interpreted, ideas defined and coded based upon themes, and represented. Increased personal motivation and interpersonal skills were identified during the research process. Implementation of SEL lessons should begin at all levels of education and should be required by policymakers and school administrators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study investigated teachers' and parents' perspectives on the impact of Catholic education on non-Catholic Chinese immigrant students. The research attempted to answer three questions: How did teachers and parents perceive the impact of Catholic education on non-Catholic Chinese immigrant students' academic achievement? How did teachers and parents perceive the impact of Catholic education on non-Catholic Chinese immigrant students' personal moral values? And what are non-Catholic immigrant parents' perceptions of Catholic education? The study is framed by moral development (Kohlberg & Hersh, 1977) and sensemaking (Weick, 1995) two frameworks. The methodology chosen for the research was single case study, that used a sample of non-Catholic Chinese immigrant families and their K-8 children who study at Catholic school to address the impact of Catholic education. The researcher conducted interviews with three administrators, seven teachers, and four parents from one single Catholic school that involved 59% Asian and 72% non-Catholic of the entire school population. The findings present three major themes with the impact of Catholic school on the non-believer immigrant students: reason for sending children to Catholic school; the impact of Catholic education; and parents' perceptions of Catholic education. The study provides some guidance with respect to the Catholic school leaders and teachers to relate Catholic education's values to those of other cultures, faiths, and communities as it expands to educate students from a wide range of backgrounds, especially the non-Catholic immigrant students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examined the read-aloud accommodation benefits for students with disabilities (SWD) and students without disabilities (SWOD). In this study, researchers recommend ways in which to remove encumbrances faced by SWD in reading comprehension. In general, research has shown that both SWD and SWOD have met some degree of success from the read-aloud accommodations. Further, this meta-analysis will attempt to reveal important factors that influence the effects of read-aloud accommodations. For example, how the accommodation effect size influences the subject area of reading versus that of math. This study will also show that the effect of read-aloud accommodations is significantly stronger when the test is read by human proctors than when it was read by video/audio players or computers. Student, parent, and teacher perceptions will also be examined regarding the use of the read-aloud testing accommodation and the relationship between student self-efficacy of testing accommodations and their disability status as well as their grade level. Research has found that most parents and teachers perceived testing accommodations to be fair and valid for SWD. The consequential aspects of testing are also discussed as playing an important part of validity evidence for large-scale assessment systems. This study will further investigate the perceived positive consequences of testing accommodations by providing further evidence of their continued use as well as their role in facilitating valid test scores. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative case study is to discover the parents' perceptions of the impact of their parental engagement for at-risk middle school African American males on their academic success. The problem being addressed was the lack of parental involvement for middle school African American male students in a rural school district in a southeastern state. Data were collected using a questionnaire, interview data, and focus group data created by the researcher using Epstein's six types of parent involvement and overlapping spheres of influence. The data collected within the study was triangulated following Saldana's thematic analysis procedures. In all, there were ten participants whose perceptions were captured -- ten questionnaires, six interviews, and three within the focus group (as a single interview and two-person focus group). All data were coded, and five themes were developed. The findings revealed that parents held distinct perceptions regarding parental involvement and the impacts on their child's academic success, perceive they have a voice -- although sometimes limited -- in their child's academic life, perceive they play a major role in ensuring their child is successful and in communicating with their child schools to ensure they are successful, and believe that it takes a partnership with the school to ensure their child's success. Implications of the study were for the district to increase and improve communication with parents concerning parental involvement opportunities, ensure parents are made aware of opportunities to volunteer and be involved to include participation on the SIC and PTSO, and increase opportunities for home-school partnerships through a parent university or training program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The active engagement of parents in the educational experiences of their children has been suggested to support high academic achievement for the children. In the project setting, an urban elementary school, educators were struggling to find effective strategies to promote family involvement in their children's education. The purpose of this qualitative project study was to investigate family perspectives on family involvement strategies and potential barriers at the project setting and to determine new effective strategies to help them become more involved in their children's education. The conceptual framework for the project is Epstein's (2009) framework for parental involvement which explains how schools can work with families and communities to help families stay informed and involved in their child's education. The study sample was identified using the purposeful sampling technique and comprised 18 family members--parents and/or guardians--of children in grade levels K-5. Data was analyzed using thematic analysis. The study found the key barriers to family involvement to be ineffective family-school communication, language barriers, poverty, low level of parental education, and low opportunities for parental participation in decision-making and volunteering within and for the school. Strategies for addressing these barriers and improving family involvement were identified based on Epstein's (2009) typology of family involvement. The study's findings have implications for addressing the barriers to family involvement and creating a change in attitude and practice among teachers so that families feel respected and can participate more in school activities. The findings will also contribute to the empirical literature on family involvement in children's education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Over half of Idaho's incoming kindergarteners lack the necessary school readiness skills. The environment in which the child lives and grows, which includes the child's parents, determines the child's readiness for school. This study addressed Idaho parents' roles in preparing their preschool-aged child for kindergarten, and their current ability to access resources and information on school readiness. The study was grounded in Bronfenbrenner's ecological systems theory, which provided a framework for the influence of parents on a child's school readiness outcomes based on the idea that a person's behavior evolves based on the relationship between the person and their environment. This study followed a basic qualitative research design and included interviews with 10 parent participants. Qualitative data about their perspectives on school readiness were collected, and interview data underwent open coding and categorization to identify patterns and themes. During the data analysis process, the data were sorted into five themes using deductive coding. The five themes were Parents' Perspectives and Experiences with their Child's Preschool Program, Parents' Perspectives on the Concept of Kindergarten Readiness, Parental Role and Responsibility, and Access to Resources. The findings may be used for positive social change by increasing stakeholders' understanding of the support parents in Idaho may need to prepare their child for a school setting, which may contribute to closing the kindergarten achievement gap. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The Institute for Women's Policy Studies (2017, September) reported that only eight percent of single mothers enrolled in higher education completed their studies and graduated with a degree in six years. This may be due to a lack of social support and not using the counseling services for their own well-being. Studies show that behavioral problems may affect college students' academic success and retention (Svanum & Zody, 2001). Studies demonstrate the challenges and success of single mothers in completing their bachelor's degree and found that single mothers' dropout rate is higher in comparison with other students or that they take longer to graduate (Fluellen, 2016; Vyskocil, 2018). Given challenging enrollment and completion rates, additional research is needed to ascertain what single mother students in higher education were reporting on the use of on-campus counseling services. Employing a qualitative research methodology, interviews were conducted with 12 participants who met the eligibility criteria for the study. I have used constructive grounded theory research design. I have reviewed transcript data line by line and sorted the data with concepts, initial coding, and focused coding. Constant line-by-line data analysis, and memoing based on the concepts, and through initial and focused coding, a theory was developed regarding single-mother students' perceptions about the use of on-campus counseling. Findings reveal that the use of on-campus counseling helped the single mothers in higher education with better mental health, physical health and decision making. They reported they became better parents to their children because they learnt healthy coping skills and parenting skills from their counselors. Participants felt talking to someone not related to them or not judging them was extremely useful, therapeutic, and reported that counseling made them feel relaxed and burden free when they "pour out their pent-up emotions." Since on-campus counseling is free to full time students, it alleviated financial stress because health insurance typically had a co-pay for providers in and out of network. All reported that their grades improved markedly after they started using on campus counseling, which helped them in academic success. Lastly, participants shared that a shortage of staff in the on-campus counseling center caused them longer wait periods to be seen for the first time. The study has implications for on-campus counseling services, and higher education policy and practice for single mothers going through the education system. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to examine how principals' perspectives and experiences influenced the type of support they provided to students in their schools after parents refused English as a Second Language services for their eligible children, and if comprehensive programming impacted English language instruction when parents refused services. The researcher followed a qualitative research design and interviewed principals to conduct this study. Data collection and analysis relied heavily on the phenomenological research method. The data collected included open-ended semi-structured interview questions and anecdotal notes. The researcher interviewed six principals from three counties in New Jersey. The principals described themselves as being culturally responsive, and shared how they advocated for their students while combating systems of oppression. The research shows that the principals' individual backgrounds, such as having experience teaching or leading English as a Second Language students, mattered and influenced their response to parental refusals of students who qualify for English as a Second Language services. The research also shows that comprehensive programming does not impact the academic support principals provide students of program refusals, but it is the principals themselves working with other key stakeholders in their districts that ensure students are supported and information is communicated effectively to parents. Implications from this research suggest the need for an adequate academic support plan for students whose parents refused services and the importance of effective communication being key. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this research was to investigate the needs of parents and guardians who enroll their children in Out of School Time (OST) Programs in Philadelphia. It provides further guidance toward formalizing how OST programs recruit students and their families, and assessing parental engagement activities from a consumer's perspective. Applying Joyce Epstein's conceptual framework of parental involvement to OST best practices within community-based organizations (CBOs) may synergistically increase the support felt by students and their families. Fifty-three parents and guardians answered a Community Perceptions survey. This 23 item, mixed methodology survey examined their perceptions of OST programs, their needs for utilizing OST programs, and barriers they may have encountered to engage with the programs. Themes emerging from the data were that families did not associate OST with academics but social and emotional connections and their work schedules were barriers to participating in OST programming. The main factors that influenced their decision to register for programs were to allow their children to pursue their interests and hobbies, keep them active and to focus on their child's interest. The most effective ways families found out about OST programs was through day school staff, flyers posted in school and flyers sent home. When choosing an OST program, respondents reported the hours of operation were very important and safety ranked high. The program being in the neighborhood and aligning to their work schedule also valued high in importance. Parents and guardians associated OST with social and emotional wellness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This convergent mixed methods research study sought to explore the impact of perceived partnerships among schools and families at a rural Midwest secondary Title I school. The impact of perceived partnerships was generally defined as school communications, partnership programs, parental self-efficacy, and student achievement. Respondents completed a quantitative family engagement survey in September 2023. An outside facilitator led a focus group in October 2023. The researcher conducted separate analyses of the data sets. The analysis of quantitative data revealed generally positive attitudes from parents toward engagement. The analysis of qualitative data revealed issues of parental technology accessibility, faculty attitudes, timing conflicts for school events, and homework accessibility. When converged, the data sets revealed similarities in key areas: Parental Technology Proficiency, Faculty Attitudes Toward Children, Homework Accessibility, Encouragement of Children, and the Establishment of Partnerships. Findings demonstrate that an implementation of a structured partnership program may help foster stronger communication between faculty and parents, continued high levels of academic socialization among parents and children, and greater understanding of technology platforms as parents monitor and promote academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examined the perspectives of K-12 school counselors and key stakeholders (i.e., school leaders, teachers, parents, and community members) on how they view the role of school counselors, specifically regarding their work responsibilities. I applied the theoretical framework of role conflict, defined as a disconnect between ideal roles versus actual roles performed at work, to this study. Moreover, I asked three research questions. The first two concerned the perspectives of stakeholders and school counselors on how they define the school counselor position in a K-12 school. The third research question compared and contrasted responses by stakeholders and school counselors. I conducted 45-60-minute semi-structured interviews with 11 participants, including six stakeholders and five school counselors in the Northeastern region of the United States. Following data analysis, I identified key themes addressing how stakeholders, as well as how school counselors themselves, viewed the roles and responsibilities of school counselors. The themes included (a) providing academic and social-emotional services, (b) partnering with families, and (c) engaging in school-wide functions. When comparing and contrasting stakeholder and school counselor perspectives, I noted four similarities and three differences, which are discussed in detail. Implications for theory and practice are included. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Over seven million children in America receive special education services yearly, meaning millions of families participate in the special education process each school year (National Center for Education Statistics, 2021). The Individuals with Disabilities Education Act, or IDEA (2004), required that parents and educators collaborate within the special education process. Given that positive parent-school collaboration correlated with increased student achievement, researchers sought to identify components of a collaborative parent-school partnership in special education: an atmosphere of trust, mutual respect, empathy, cooperation, and a balance of power between the school and special education staff (Hampden-Thompson & Galindo, 2017; Henderson et al., 2020; MacLeod et al., 2017). Even with the collective understanding in the field of education regarding the characteristics of positive parent-school partnerships in special education and the benefits for student achievement, a disconnect between special education staff and parents persists (Fenton et al., 2017). Given the impact of parent-school collaboration on student achievement, the purpose of this basic interpretative study was to explore how parents of children who qualified for special education and have participated for two or more years in the public-school special education process described their experiences in the special education parent-school partnership. Using in-depth interviews with six families representing different disabilities, researchers collected the stories the families shared of their experiences navigating a combined 59 years of special education with their children. The following themes emerged: The difference one educator can make; inequality in knowledge; parent to parent support; inequality in access; balancing and navigating the professionals; and the depth of a parents' unwavering love. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation presents a qualitative study exploring the motivations behind parents' and guardians' decisions to enroll and maintain their elementary-aged children in a residential school setting. The study identified three key factors influencing these decisions: the pursuit of non-financial stability, the desire for reputable education, and the need for financial support. The research revealed that stability extends beyond financial aspects, with families seeking a secure, consistent, and nurturing environment that provides emotional, social, and physical stability. The choice of a residential school often stems from perceived inadequacies in the education available within home districts, with the elementary years recognized as critical for establishing a solid foundation in core subjects. Financial support is another significant factor, alleviating financial pressures and enabling families to enhance their overall quality of life. The study also highlights the crucial role of grandparents and single parents in the decision-making process. Faced with age-related challenges and the dual responsibilities of work and parenting, these individuals often experience heightened financial stress. Their decisions, deeply rooted in a commitment to stability, nurturing, and academic enrichment, demonstrate the importance of the choices and seriousness in making this decision made by parents or guardians. In conclusion, the decision to continue enrollment in a residential school is based on a combination of factors, including the desire for a stable environment, the pursuit of quality education, the school's positive reputation, and the financial stability offered by the residential school model. This understanding is vital for educators and researchers in elementary education within residential settings, shedding light on family motivations and emphasizing the need to foster effective educational partnerships and environments that cater to the diverse needs and aspirations of students in residential schools. The evolving role of parents in their child's education and the positive correlation between parent-school community connections and student academic growth further underline the significance of these findings. The study employed interviews with families who have chosen a residential school for their child's elementary education to gather data. This research contributes to the ongoing discourse on elementary education in residential settings, providing valuable insights for educators, researchers, and policymakers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]