Analysis of Parent Perceptions on Effective School Correlates: A Springboard for Planning.
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ERIC Institute of Education Sciences
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1995
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| _version_ | 1867181911429873664 |
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| author | Murray, David R. |
| author_facet | Murray, David R. Murray, David R. |
| collection | Education Resources Information Center |
| contents | Analysis of Parent Perceptions on Effective School Correlates: A Springboard for Planning. Murray, David R. Educational Assessment Educational Planning Effective Schools Research Elementary Education Parent Attitudes Parent Participation Parent School Relationship Partnerships in Education Program Effectiveness School Effectiveness This project was designed to solicit parental perceptions of Caroline Street Elementary School (Saratoga Springs, New York) in terms of Effective Schools, a method of assessing school improvement. Families (n=334) were asked to provide their perceptions regarding correlational characteristics identified as vital to successful school programs: positive school climate; academic goals and high expectations; clearly defined curricular and planning processes; monitoring student progress; student participation; homework; parent and community involvement; rewards and incentives; and safety and discipline. About one third (112) of the returns were deemed usable. Analysis of the data showed that respondents perceived all correlate items to exist in the school, however for some correlate items, there were identifiable differences between what parents perceive was most important and what they perceived to be in actual existence. Overall the area related to school climate received high ratings, with safety perceived to be the most important item. Based on both the qualitative and quantitative analysis, the following recommendations were made: (1) safety and security should continue to be a priority; (2) appoint a subcommittee to investigate learning centered curriculum and assessment and to propose an assessment model; (3) develop and distribute a building-wide curriculum outline; (4) consider retaining a full-time library/media specialist; (5) present the proposed recommendations to parents both in writing and at a parent schoolwide meeting; (6) consider a 24-hour telephone voice information line; (7) initiate a training program to assist parents in study skills so they may assist students at home and as volunteers in the classroom; (8) continue recognition for achievement in the special areas; (9) train parents to assist bus drivers, cafeteria personnel, and during recreation activities; (10) appoint a subcommittee to examine technologies; and (11) appoint a committee to generate activities that would encourage parental involvement, community pride, and social responsibility. (Contains 28 references and the school planning committee survey instrument.) (ND) |
| format | Recurso educativo Open Access |
| id | eric_ED387475 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1995 |
| record_format | eric |
| spellingShingle | Analysis of Parent Perceptions on Effective School Correlates: A Springboard for Planning. Murray, David R. Educational Assessment Educational Planning Effective Schools Research Elementary Education Parent Attitudes Parent Participation Parent School Relationship Partnerships in Education Program Effectiveness School Effectiveness Analysis of Parent Perceptions on Effective School Correlates: A Springboard for Planning. Murray, David R. Educational Assessment Educational Planning Effective Schools Research Elementary Education Parent Attitudes Parent Participation Parent School Relationship Partnerships in Education Program Effectiveness School Effectiveness This project was designed to solicit parental perceptions of Caroline Street Elementary School (Saratoga Springs, New York) in terms of Effective Schools, a method of assessing school improvement. Families (n=334) were asked to provide their perceptions regarding correlational characteristics identified as vital to successful school programs: positive school climate; academic goals and high expectations; clearly defined curricular and planning processes; monitoring student progress; student participation; homework; parent and community involvement; rewards and incentives; and safety and discipline. About one third (112) of the returns were deemed usable. Analysis of the data showed that respondents perceived all correlate items to exist in the school, however for some correlate items, there were identifiable differences between what parents perceive was most important and what they perceived to be in actual existence. Overall the area related to school climate received high ratings, with safety perceived to be the most important item. Based on both the qualitative and quantitative analysis, the following recommendations were made: (1) safety and security should continue to be a priority; (2) appoint a subcommittee to investigate learning centered curriculum and assessment and to propose an assessment model; (3) develop and distribute a building-wide curriculum outline; (4) consider retaining a full-time library/media specialist; (5) present the proposed recommendations to parents both in writing and at a parent schoolwide meeting; (6) consider a 24-hour telephone voice information line; (7) initiate a training program to assist parents in study skills so they may assist students at home and as volunteers in the classroom; (8) continue recognition for achievement in the special areas; (9) train parents to assist bus drivers, cafeteria personnel, and during recreation activities; (10) appoint a subcommittee to examine technologies; and (11) appoint a committee to generate activities that would encourage parental involvement, community pride, and social responsibility. (Contains 28 references and the school planning committee survey instrument.) (ND) |
| title | Analysis of Parent Perceptions on Effective School Correlates: A Springboard for Planning. |
| topic | Educational Assessment Educational Planning Effective Schools Research Elementary Education Parent Attitudes Parent Participation Parent School Relationship Partnerships in Education Program Effectiveness School Effectiveness |
| url | https://eric.ed.gov/?id=ED387475 |