The development and implementation of academic optimism and parent involvement: a case study

Show simple item record

dc.contributor Dagley, David L.
dc.contributor Tarter, Clemens John
dc.contributor Webb, Alan L.
dc.contributor Westbrook, Philip
dc.contributor.advisor Mitchell, Roxanne M.
dc.contributor.author Scott, Melissa Anita
dc.date.accessioned 2017-03-01T17:41:10Z
dc.date.available 2017-03-01T17:41:10Z
dc.date.issued 2016
dc.identifier.other u0015_0000001_0002257
dc.identifier.other Scott_alatus_0004D_11485
dc.identifier.uri https://ir.ua.edu/handle/123456789/2606
dc.description Electronic Thesis or Dissertation
dc.description.abstract The development and implementation of academic optimism and parent involvement were studied. The purpose of this study was to fill in the gaps in the literature regarding how academic optimism and parent involvement is formed in secondary schools, specifically middle school, and examine the connection between teacher academic optimism, parent trust, and parent involvement in one middle school in Northeast Alabama. The participants in the study included teachers currently employed at the school and parents of currently enrolled seventh and eighth grade students in the school. The Teacher Academic Optimism Scale (Fahy, Wu, & Hoy, 2010), the Parent Trust in Schools Scale (Forsyth & Adams, 2004), and the Parental Involvement Scale along with teacher and parent focus group interviews were utilized to collect data. Through a qualitative method of research, the researcher conducted an analysis of the data. The surveys were used to determine levels of academic optimism among teachers in the school, parent trust, and parental involvement in the school. Survey results revealed that even though teacher academic optimism in the school was average and parent involvement was somewhat low, parent trust was high. Focus group interviews were used to collect data on teacher and parent perceptions of academic optimism, parent trust, and parent involvement. From these data, three important themes emerged: the importance of communication and trust, the importance of supportive environments, and the importance of relationships. The findings in this study determined that there is a connection between academic optimism and parent involvement. It also offers implications for development and implementation of academic optimism and parent involvement in a middle school.
dc.format.extent 135 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Educational administration
dc.title The development and implementation of academic optimism and parent involvement: a case study
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Educational Leadership, Policy, and Technology Studies
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ed.D.


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search DSpace


Browse

My Account