Dissertation
PARENT-TEACHER COLLABORATION RELATED TO CHILDREN WITH AND WITHOUT BEHAVIORAL CHALLENGES: EARLY CHILDHOOD TEACHERS’ PERSPECTIVES
Doctor of Philosophy (PhD), Washington State University
01/2020
Handle:
https://hdl.handle.net/2376/111756
Abstract
Parent-teacher collaboration in early childhood education has been found to have a positive effect on students in the areas of academic achievement and appropriate behavior. The importance of enhancing parent-teacher collaboration in children's education has been supported by research (Walker, Shenker, & Hoover-Dempsey, 2010; Moorhouse & Beaumont, 2019; Reed, Osborne, & Waddington, 2012). This study explored the perceptions of early childhood teachers related to collaboration with parents and others. Fifteen teachers were interviewed and the qualitative data from the interviews was analyzed for thematic factors. Five themes emerged from the data analysis: the importance of collaboration and communication, support for families with children with behavioral challenges, factors and challenges that impact collaboration, teaming, and improving collaboration. Communication was a major focus within each theme. The themes are discussed as well as recommendations for practice and future research.
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Details
- Title
- PARENT-TEACHER COLLABORATION RELATED TO CHILDREN WITH AND WITHOUT BEHAVIORAL CHALLENGES: EARLY CHILDHOOD TEACHERS’ PERSPECTIVES
- Creators
- Khawlah Khushayban S Alkhushayban
- Contributors
- Darcy Miller (Advisor)Michael Dunn (Committee Member)Don McMahon (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- Teaching and Learning, Department of
- Theses and Dissertations
- Doctor of Philosophy (PhD), Washington State University
- Number of pages
- 175
- Identifiers
- 99900581409901842
- Language
- English
- Resource Type
- Dissertation