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A MIDDLE SCHOOL MATHEMATICS TEACHER'S EXPLORATION OF THE RELATIONSHIP BETWEEN PARENT-TEACHER COMMUNICATION AND STUDENT ACHIEVEMENT

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Date Issued:
2011
Abstract/Description:
The purpose of this research study was to increase the overall achievement gains of my students who are currently receiving overall grades below a 69% in my middle school mathematics class by promoting parental involvement. The purpose of my action-research study was to answer the following three research questions: 1. What changes occur in students' test scores and overall grades when a variety of parental contacts are made over a six-week period? 2. How can I promote parental involvement? 3. What can I do to educate parents on how to become more effectively involved in their child's education? To answer these questions I selected ten parents, whose children were currently receiving grades below a 69% in 7th grade mathematics and who have not contacted me after the first nine weeks of the semester. I used three different methods to contact the parents, phones call, emails, and notes in students' planners. All three methods showed a lack of parental feedback and involvement. Nevertheless, five students showed an increase in the second marking period, four showed a decrease, and one stayed the same.
Title: A MIDDLE SCHOOL MATHEMATICS TEACHER'S EXPLORATION OF THE RELATIONSHIP BETWEEN PARENT-TEACHER COMMUNICATION AND STUDENT ACHIEVEMENT.
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Name(s): Pierre Gilles, Viana, Author
Dieker, Lisa, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2011
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The purpose of this research study was to increase the overall achievement gains of my students who are currently receiving overall grades below a 69% in my middle school mathematics class by promoting parental involvement. The purpose of my action-research study was to answer the following three research questions: 1. What changes occur in students' test scores and overall grades when a variety of parental contacts are made over a six-week period? 2. How can I promote parental involvement? 3. What can I do to educate parents on how to become more effectively involved in their child's education? To answer these questions I selected ten parents, whose children were currently receiving grades below a 69% in 7th grade mathematics and who have not contacted me after the first nine weeks of the semester. I used three different methods to contact the parents, phones call, emails, and notes in students' planners. All three methods showed a lack of parental feedback and involvement. Nevertheless, five students showed an increase in the second marking period, four showed a decrease, and one stayed the same.
Identifier: CFE0003613 (IID), ucf:48872 (fedora)
Note(s): 2011-05-01
M.Ed.
Education, School of Teaching Learning and Leadership
Masters
This record was generated from author submitted information.
Subject(s): mathematics
achievement
parental involvement
teacher-parent communication
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0003613
Restrictions on Access: public
Host Institution: UCF

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