Date of Graduation
2002
Document Type
Thesis
Degree Type
MA
Committee Chair
Ronald Althouse
Abstract
A broad literature has presented that there is a direct connection between parent participation in a child’s education and learning. However, very little literature exists on high school Professional Development School (PDS) students and their parent’s participation in their learning. This thesis focused on student and parent perceptions of student learning, respect and success, as well as, how parents were involved in their child’s education. This study surveyed 9th - 11th grade students and their parents at Grafton High School (GHS), a PDS, located in Grafton, West Virginia, during the spring of 1997. Responses to parent and student questionnaire items were analyzed by the use of frequencies, t-tests and multiple regression. Also, student’s responses to open-ended items were analyzed using qualitative data analysis methods. Student data revealed that students felt successful and made a connection between success and learning. However, students significantly fell short of making the connections in the other belief areas of PDS. The t-tests indicated that there were significant differences between parents and students concerning student experiences at Grafton High School. Multiple regression analyses showed student perceptions of learning, respect, success, curriculum and instruction, empowerment, and school experiences have the greatest effect on the indices learning, respect and success. Even though parent involvement variables, (those variables that directly ask students about parent participation in their learning), had significant effects on the indices of learning, respect and success, the percent of variance explained by those variables was rather small. It appeared as though communication between the school and home was limited and parents were not informed of activities they could participate in. Parent involvement was not linked to PDS at Grafton High School. Therefore, students and parents were not receiving the full benefits of PDS or parent involvement.
Recommended Citation
Bennett-Harper, Sarah M., "Professional Development School: Perceptions of student learning, success, respect and parent participation from a rural high school." (2002). Graduate Theses, Dissertations, and Problem Reports (ETD). 11046.
https://researchrepository.wvu.edu/etd/11046