tivities such as parent orientations, newsletters, and interactions with teachers. Families and teachers were interviewed and surveyed regarding their participation and usefulness and satisfaction with the project.
Findings showed that most families participated in the activities when they were offered opportunities to do so. Barriers to participation included work schedules (74%). Parents and teachers that were involved reported the activities to be helpful. While the authors did not present alternative explanations for findings they did provide supported conclusions. Conclusions were that parents are interested in being involved in school activities and need to be offered opportunities to do so (La Paro, et al., 2003).
Izzo, Weissberg, Kasprow, and Fendrich (1999) reported that parental involvement in their child's education may change over time and this is related to school functioning. Research studies suggest that the building of a more productive collaboration between the parents and the schools is the m
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