Parent Perceptions of Parental Involvement Within School Districts with and Without Significant Disproportionality in Special Education
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Administration
Date of Award
Summer 2016
Abstract
Given the requirement of parental involvement in the school-district process for identifying and placing students into special education, it was useful to evaluate how parents perceived parental-involvement strategies designed to support education and improve student achievement that could reduce the disproportionate numbers of students in special education (Crane, Winsler, & Sands, 2013; Fugate, Clarizio, & Phillips, 1993; Moreno & Gaytán, 2013). Epstein (2007) defined the conceptual framework of parental involvement as any one of the following six activities: the school contacting parents, parental involvement at home, parental involvement at school, parent role construction, parent efficacy (i.e., how parents feel they are making a difference with their child), and connections with other parents.
Advisor
Julia Ballenger
Subject Categories
Education | Educational Administration and Supervision
Recommended Citation
Hodge, Ehrikka, "Parent Perceptions of Parental Involvement Within School Districts with and Without Significant Disproportionality in Special Education" (2016). Electronic Theses & Dissertations. 793.
https://digitalcommons.tamuc.edu/etd/793
