Author

Sadia Qamar

Publication Date

2017

Document Type

Dissertation/Thesis

First Advisor

Jung, Myoungwhon

Degree Name

M.S. Ed. (Master of Education)

Department

Department of Special and Early Education

LCSH

Education||Elementary education

Abstract

Parental involvement plays a significant role in supporting children's literacy skills. However, limited research has been conducted to uncover effective strategies for increasing parental involvement in countries, such as Pakistan, where such involvement is limited. Therefore, this study focused on strategies used by elementary teachers in the United States to involve parents in the development of their children's literacy skills. Findings of the study will be helpful for increasing parental involvement in Pakistan's elementary schools. A qualitative collective case study method was used to analyze data from interviews with five elementary teachers who were recruited through purposive sampling technique. Data were collected through semi-structured interview protocols. Participant responses were summarized by developing descriptive and interpretative codes. Findings from the study indicate that the teachers believed parental participation results in improvements in students' literacy skills. Conversely, data also indicate that parental participation sometimes interrupts teachers' classroom instruction.

Comments

Advisors: Myoungwhon Jung.||Committee members: Gregory Conderman; Stephanie Despain.||Includes bibliographical references.

Extent

vi, 73 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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