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.
If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu
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, 2004-2019. 1950.