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dc.contributor.authorO'Meara, Thomas Aloysius.
dc.creatorO'Meara, Thomas Aloysius.en_US
dc.date.accessioned2011-10-31T18:13:47Z
dc.date.available2011-10-31T18:13:47Z
dc.date.issued1994en_US
dc.identifier.urihttp://hdl.handle.net/10150/186597
dc.description.abstractThis study investigated principals of low-SES urban Hispanic elementary schools to determine whether they have a sense of, utilize, or differ in their utilization of family and community resources in parent involvement programs. This study also explored the perceptions of parents in relation to the nature of parent involvement programs and the roles of the principals in developing those programs. Was there a "fit" between what the principals say is happening and what in fact is happening? This study also explored the concepts of family and community contributions to parent involvement programs to suggest ways to improve practice. The findings indicate that when elementary school principals understand and value family and community resources parents become more open to involvement in the schooling of their children. Further, when mechanisms are in place for parents to share these resources or knowledge in the classrooms, this involvement becomes an empowering experience which facilitates parent involvement on more meaningful levels. Parents who are empowered through the actions of principals and through their own actions become self-empowered to participate in school decision making processes. They then appropriate leadership roles wherein they become responsible and accountable for the education of their children. They have become empowered to be true participants and take ownership in the education of their children.
dc.language.isoenen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectDissertations, Academic.en_US
dc.subjectEducation, Elementary.en_US
dc.titleElementary school principals: A rationale for understanding, utilizing, and nurturing family and community resources to develop parent involvement programs.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.contributor.chairHeckman, Paul E.en_US
dc.identifier.oclc721986196en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.contributor.committeememberClark, Donald C.en_US
dc.contributor.committeememberMoll, Luis C.en_US
dc.identifier.proquest9424931en_US
thesis.degree.disciplineEducational Administrationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.nameEd.D.en_US
refterms.dateFOA2018-09-03T09:58:52Z
html.description.abstractThis study investigated principals of low-SES urban Hispanic elementary schools to determine whether they have a sense of, utilize, or differ in their utilization of family and community resources in parent involvement programs. This study also explored the perceptions of parents in relation to the nature of parent involvement programs and the roles of the principals in developing those programs. Was there a "fit" between what the principals say is happening and what in fact is happening? This study also explored the concepts of family and community contributions to parent involvement programs to suggest ways to improve practice. The findings indicate that when elementary school principals understand and value family and community resources parents become more open to involvement in the schooling of their children. Further, when mechanisms are in place for parents to share these resources or knowledge in the classrooms, this involvement becomes an empowering experience which facilitates parent involvement on more meaningful levels. Parents who are empowered through the actions of principals and through their own actions become self-empowered to participate in school decision making processes. They then appropriate leadership roles wherein they become responsible and accountable for the education of their children. They have become empowered to be true participants and take ownership in the education of their children.


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