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dc.contributor.advisorMartin, Barbara N. (Barbara Nell), 1952-eng
dc.contributor.authorCooper-Baker, Gustavaeng
dc.date.issued2009eng
dc.date.submitted2009 Springeng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on Feb 11, 2010).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Barbara N. Martin.eng
dc.descriptionVita.eng
dc.descriptionPh.D. University of Missouri--Columbia 2009.eng
dc.description.abstractThe purpose of this study was to continue investigating the findings on parental involvement by looking at generational differences and diversity of families from the voice of grandparents, children and grandchildren over the age of 18. The researcher viewed the study through the lens of the Overlapping Spheres of Influence for school-family-community partnerships. The overarching questions guiding this investigation centered on what parental involvement is and whether parental involvement really matters in the success of children. The study population consisted of one African American family, one Hispanic family and one Caucasian family. Each family was represented by grandparent(s), children, and grandchildren over the age of 18. Data collection methods included face to face interviews with grandparents, children, and grandchildren over the age of 18. These data methods assisted the researcher in the triangulation of the data. Findings from the research indicate that parental involvement is still as important today as it was for parents ten to twenty year ago. Another finding is the concept of partnership with the home, school, and community gives all families more equal opportunities to become involve in their children's education. These findings support the theory of overlapping spheres of influence and are linked to the success of children. The implications of this inquiry for school leaders could impact K-12 institutions and higher education institutions as leaders continue to address the issues of parental involvement and make a connection with the family, school, and community partnership.eng
dc.description.bibrefIncludes bibliographical references.eng
dc.format.extentx, 143 pageseng
dc.identifier.oclc506262907eng
dc.identifier.urihttps://hdl.handle.net/10355/6181
dc.identifier.urihttps://doi.org/10.32469/10355/6181eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshEducation -- Parent participationeng
dc.subject.lcshAcademic achievementeng
dc.titleParental involvement : a generational case study with families of diverse backgroundseng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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