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Record identifier : 569781
Personal Name - Primary Intelectual Responsibility : Morgan, Anthony E
Title and statement of responsibility : Family and parent involvement components in K-12 teacher education: A study of how universities, colleges, schools, and departments of education (UCSDEs) in a southeastern state prepare future teachers for work with families and parents [Thesis]
Publication, Distribution,Etc. : Fielding Graduate University, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D
Body granting the degree : , Fielding Graduate University
Summary or Abstract : This study was an examination of the presence of family and parent involvement components in pre-service teacher training. Leaders of 18 state approved teacher education institutions in a southeastern state completed surveys that described how family and parent involvement components were infused into pre service teacher education. Furthermore, leaders shared their thoughts and comments about the importance of family and parent involvement components within pre-service teacher education. Research suggested that teachers must know how to involve parents in their children's education (Epstein, 2005; Epstein & Sanders, 2006; Henderson & Mapp, 2002). Several research studies from 1980 to 2000 documented the absence of family and parent involvement components in pre-service teacher-training (Harris, Kagay, & Ross, 1987; Chavkin & Williams, 1988; Radcliffe, Malone, & Nathan, 1994; Shartrand, Weiss, Kredier, & Lopez, 1997; Epstein, 2001; Hiatt-Michael, 2000, 2001). Despite findings from some of the 1980-2000 studies which revealed the absence of family and parent involvement components in pre-service teacher education programs, several teacher education programs did report that some progress had been made to include home and school partnerships within pre-service teacher education (Katz & Bauch, 1999; Kirschenbaum, 1999a, 1999b). Furthermore, findings from the current study revealed that some progress has been made to include family and parent involvement components in pre-service teacher education. The findings showed that the leaders of teacher education programs which participated in the current study cited attempting to address pre-service teacher preparation for work with families and parents. Results revealed that the majority of educational leaders favored family and parent involvement, yet struggled with whether a required or elective course on parent involvement should exist within teacher education or whether parent involvement training should be infused within existing courses. The leaders agreed that pre-service teachers should be provided with the knowledge and skills for working with families and parents through coursework and training experiences. Recommendations for practice, accreditation, policymakers, and further research are included in the study. Examining the inclusion of family and parent involvement components within pre-service teacher-training may prove to be beneficial in the development of new teachers' skills to build effective home and school partnerships. Key words: family and parent involvement, school, home, and community partnerships, teacher education, pre-service teacher training, and pre-service education..
Topical Name Used as Subject : Teacher education
: Higher education
Information of biblio record : TL
 
 
 
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