Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/51049

Building a Bridge between Schools and Families: Teachers' Perspectives of Family Engagement in Low-Income Areas on O'ahu

File Description Size Format  
2015-08-med-sakai_r.pdf Version for non-UH users. Copying/Printing is not permitted 412.22 kB Adobe PDF View/Open
2015-08-med-sakai_uh.pdf For UH users only 447.11 kB Adobe PDF View/Open

Item Summary

Title:Building a Bridge between Schools and Families: Teachers' Perspectives of Family Engagement in Low-Income Areas on O'ahu
Authors:Sakai, Kanayo
Date Issued:Aug 2015
Publisher:[Honolulu] : [University of Hawaii at Manoa], [August 2015]
Abstract:Educational research has long recognized the importance of family-school partnerships in cultivating success for students. However, little is known about how in-service elementary educators perceive, prepare for, and engage in family engagement practices. Few researchers have addressed effective family engagement practices particularly targeting the specific needs of low-income families. This qualitative study examined teachers’ perspectives of family engagement. Individual interviews and surveys were conducted with 11 ethnically diverse teachers, who taught at public elementary schools serving low-income communities on the island of O‘ahu, Hawai‘i. Grounded theory analysis resulted in six themes: definition and importance of family engagement; teacher roles and beliefs; teacher preparation; considerations for lowincome and diverse immigrant families; school culture; and school resources and funding. Teachers described effective and ineffective strategies and practices that helped and inhibited their work with low-income families.
Description:M.Ed. University of Hawaii at Manoa 2015.
Includes bibliographical references.
URI/DOI:http://hdl.handle.net/10125/51049
Appears in Collections: M.Ed. - Educational Psychology


Please email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.