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A MIDDLE SCHOOL MATHEMATICS TEACHER'S EXPLORATION OF THE RELATIONSHIP BETWEEN PARENT-TEACHER COMMUNICATION AND STUDENT ACHIEVEMENT
- 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 |
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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. |
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Subject(s): |
mathematics achievement parental involvement teacher-parent communication |
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Persistent Link to This Record: | http://purl.flvc.org/ucf/fd/CFE0003613 | |
Restrictions on Access: | public | |
Host Institution: | UCF |