A case study of a primary school using the action research process to study parental involvement practices

• Main Author: Reynolds-Johnson, Yvonne O.
• Other Authors: Educational Administration
• Format: Others
• Language: en
• Published: Virginia Tech 2014
• Subjects: LD5655.V856 1997.R496
• Online Access: http://hdl.handle.net/10919/39653; http://scholar.lib.vt.edu/theses/available/etd-10052007-143349/

This study was designed to examine team interaction as a team utilized the action research process. The research questions that were investigated in this study are: 1. How do working relationships evolve in action research teams? 2. What is the role of the principal as facilitator? 3. What do team members perceive as the advantages and disadvantages of the action research process? This study specifically investigated the interactive roles of an action research team composed of parents, teachers and the administrator as they used the action research process to study parental involvement. The research project was designed as a case study of one school. Qualitative data were collected from tape recordings of meetings, journal records, interviews, and questionnaires. Quantitative data were secured from a survey completed by team participants on team effectiveness. This study provides additional research on how a team consisting of parents, teachers and a principal interacted and worked to solve a problem. The study showed the development of the capacity of a team to solve a problem using the action research process. The primary significance of this study was to learn how action research might be used as an approach to develop and implement strategies to enhance the involvement of parents in their child's education. Utilizing the action research model in Crewe Primary school allowed team members (parents and teachers) the opportunity to learn this approach and apply it to other areas requiring improvements. This study will also provide a model for other schools interested in utilizing action research. === Ed. D.