Academic achievement, Mathematics -- Study and teaching (Middle school), Mathematics -- Study and teaching -- Parent participation, Parent teacher relationships
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.
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Doctor of Education (Ed.D.)
College of Education
Teaching, Learning, and Leadership
Length of Campus-only Access
Masters Thesis (Open Access)
Dissertations, Academic -- Education, Education -- Dissertations, Academic
Gilles, Viana Pierre, "A Middle School Mathematics Teacher's Exploration Of The Relationship Between Parent-teacher Communication And Student Achievement" (2011). Electronic Theses and Dissertations. 1950.