Action in Teacher Education · 1996 · 25 citations · 12 references
EducationInstructionTeacher EducationCurriculum PlanningEducational PlanningPedagogyFamily Involvement In LearningParent InvolvementParental ParticipationParentingReflective PracticeTeacher-student RelationshipsBarriers To Parent InvolvementFamily Participation In EducationParent Participation In SchoolingQualitative Data CollectionQualitative Data Interpretation
Abstract The purpose of this study was to determine the extent to which selected course experiences influenced preservice teachers' perceptions of their comfort and competence levels in planning and implementing parent involvement programs in schools. The respondents completed pre- and post-assessments related to their ability to work with parents. Pretest and posttest means were compared using a t-test for dependent samples to determine whether respondents' perceptions changed as a result of course participation. A variation of the constant comparative method of data analysis suggested by Strauss (1987) was used to analyze the qualitative data obtained from students' reflective post-semester statements. Both quantitative and qualitative data analyses revealed that course experiences made a significance difference in enhancing the students' perceptions of their comfort and competence levels in planning and implementing parent involvement programs in schools.
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