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Third, Fourth, And Fifth Grade Teachers’ Experiences With Academic Parental Involvement At Denied-Accreditation Elementary Schools In Virginia: A Phenomenological Study, Allison Knappenberger

Doctoral Dissertations and Projects

The purpose of this transcendental, phenomenological study was to understand third, fourth, and fifth grade teachers’ experiences with academic parental involvement at denied-accreditation elementary schools. Parent involvement refers to two-way communication between parents and teachers. Denied accreditation refers to schools scoring below 70% on state assessments for four or more consecutive years. The theories guiding this study were the Getzels and Guba (1957) social systems theory and Bakhtin’s (1986) theory of dialogism as they influence teachers’ experiences of academic parental involvement through socio-psychological and dialogic environmental interactions. The research questions for this study included: How do third, fourth, and fifth …