Type of Document	Dissertation
Author	Uludag, Aslihan
Author's Email Address	asli2005@gmail.com
URN	etd-03282006-084431
Title	Elementary Preservice Teachers' Opinions about Parental Involvement in Children's Education
Degree	Doctor of Philosophy
Department	Childhood Education, Reading and Disability Services, Department of
Advisory Committee	Advisor Name Title Diana C. Rice Committee Chair Cynthia A. Lundeen Committee Member Janice L. Flake Committee Member Robert A. Schwartz Committee Member
Keywords	Preservice Teachers Opinions Parental Involvement Elementary Schools
Date of Defense	2006-03-02
Availability	unrestricted
Abstract This study examines the opinions of elementary preservice teachers about parental involvement in elementary children’s education. The study specifically examines preservice teacher opinions about their preparation in learning parental involvement strategies and what kind of experiences regarding parental involvement they think teacher education programs should provide. Multiple data sources used for this study included: a survey questionnaire with preservice teachers (n=223), individual and group interviews with preservice and inservice teachers (n=18), interviews with university supervisors (n=5), and data from examining the courses preservice teachers took in their program. The data suggested that the preservice teachers held positive opinions relatively each of the five dimensions of parental involvement and parental involvement in general. Preservice teachers indicated that teacher education programs could better prepare preservice teachers to effectively deal with parents by multiple lectures in other courses or offering specific parental involvement courses, seminars, and workshops during the teacher education program. Not surprisingly, student teachers thought themselves to be more prepared to implement parental involvement strategies than the other groups. Out of the six respondents, four inservice teachers suggested that it would have been helpful to have had a class session dealing with parental involvement. Four of the inservice teachers responded that their student teaching helped them more in regard to parental involvement in areas such as learning different ways to involve parents, having parents help in the classroom, and conducting parent conferences. University supervisors responded that preservice teachers learned about parental involvement from their programs at the university. However, they primarily learned about parental involvement during their field experiences. University supervisors thought that parental involvement should be a part of a course.
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