Communication Between Educators and Parents in Title I Elementary Schools

Communication Between Educators and Parents in Title I Elementary Schools by Jacqueline Marie Boney Taylor MA, University of Phoenix, 2006 BS, Jarvis Christian College, 1992 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Administrator Leadership for Teaching and Learning Walden University February 2016 Abstract The lack of positive communication between parents and educators in the Texas district under study is a problem because it interferes with learners’ academic success. The purpose of this mixed method study was to understand the communication gap between educators and parents in Title I elementary schools in that district. Bronfenbrenner’s ecological systems and Epstein’s parental involvement model formed the theoreticalThe lack of positive communication between parents and educators in the Texas district under study is a problem because it interferes with learners’ academic success. The purpose of this mixed method study was to understand the communication gap between educators and parents in Title I elementary schools in that district. Bronfenbrenner’s ecological systems and Epstein’s parental involvement model formed the theoretical framework to address the importance of communication between educators and parents as related to student academic achievement. The quantitative portion of the study was carried out through descriptive survey research. The case study method was used for the qualitative portion of the study with data gathered from interviews. The data represented responses from the parent (n = 42) and educator (n = 119) surveys, interviews (n = 10), and a focus group (n = 8) to uncover both educators’ and parents’ perceptions of communication in the learning environment. Results revealed constructive concerns associated with lack of accessibility, education trust, parent educational background knowledge, collaborative partnerships, continuous communication, and guides to blueprints of learning expectations. The findings indicated the need for an intervention involving a 4-session parent-educator training program designed to implement positive partnerships and to eliminate and bridge the existing communication gap. This project study could promote social change in Title I schools because it conveys an improved understanding of communication gaps within the learning environment. Specifically, this study provides a plan to help parents and educators engage in positive communication to support students’ academic success. Communication Between Educators and Parents in Title I Elementary Schools by Jacqueline Marie Boney Taylor MA, University of Phoenix, 2006 BS, Jarvis Christian College, 1992 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Administrator Leadership for Teaching and Learning Walden University February 2016 Dedication I dedicate my dissertation to my grandmother, Mary Lou Daniels, my mother, Hattie Boney, and my daughter, Victoria J. Taylor. These three women represent a different phase in my life; however, each one of them have contributed to inspiring and motivating me to help me become who I am today. My grandmother was a woman that loved her grandchildren. On November 26, 2010, God called her home; however, I hold her in my heart because she cared about me, listened to me, and was my reason for being a strong “BLACK” woman. My mother cared for four children working sometimes-early shifts or even two jobs. Doing the best she could as a single parent she always motivated her children to do their best. My mother supports us unconditionally without displaying more love toward one than the other. She inspired all of us to be who we are today. We are truly blessed. We are all middle-class, working, responsible God-fearing adults caring for our families. My legacy will live on through Victoria J. Taylor. I want my daughter to know that she can do anything that she sets her mind and heart to achieve with God’s help. Maintain your confidence, continue to care about people, trust God for everything, and hold on to achieve your dreams. You are the master of your destiny. Obstacles come to make you strong as well as to help you know that God is your strength. “It is good for me that I have been afflicted; that I might learn thy statutes” (Psalms 119:71). Remember: The question isn't who is going to let me; it's who is going to stop me. --Ayn Rand