Teachers' Perceptions REVIEW OF LITERATURE Introduction

The proposed research will examine the perceptions of a sample of elementary school teachers in Southern Illinois' Educational Service Center #17. The purpose of the research is to determine teachers perceptions (attitudes, opinions, views) of parental involvement in the school as it relates to: (1) helping teachers work effectively; (2) parents being a local resource with respect to the school's instructional and educational processes; and (3) the general benefits accompanying efforts to increase parental involvement. So that the proposed study may be placed within the context of the existing knowledge base, this chapter of the proposal presents a review of the literature on elementary school teachers' perceptions of parental involvement.

Elementary School Teachers' Perceptions of Parental Involvement

Unfortunately, a substantial amount of the research conducted on teacher perceptions of parental involvement was conducted in the 1980s. Although perceptual data is subject to change as the interval between the time of the study and the current year increases (which means that this data may be somewhat unreliable in the 1990s), examination of this work nonetheless is important in that it provides background context in which to evaluate the studies conducted during the last five years. Therefore, it seems important to review some of this work here.

With respect to the foregoing, an early study of teacher perceptions o

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Tests (CAT) did not reflect the effects of the THC Program; therefore, their scores were not used in the study. The experimental group of students and their parents participated in a workshop which trained parents in how to work with their children on the computer to reinforce reading skills. A computer and appropriate grade level software were loaned to each of the families for use in their home for a six-week period. Students in the control group and their parents did not participate in the THC Program. The California Achievement Tests were used as measurements of reading achievement gains. Post-test scores were compared to determine if involvement in the THC Program had resulted in greater achievement gains in reading scores for the experimental group. Based on findings, several conclusions were formulated. These were: (1) Students who participated in the THC Program made greater achievement gains in reading on the CAT than a comparison group. (2) Parents reported that their children's interest in reading increased, their grades improved, and they read more. (3) Parents are interested in learning ways to help their children improve in schoolwork. (4) Students reported that their involvement with the

Category: Psychology - T