Exploring Effective Pre-Kindergarten Family-School Partnerships: The Pre-Kindergarten Parent Leadership Academy Program

Autor/inn/en	Susnara, Daniela M.; Berryhill, M. Blake; Ziegler, Andrea; Betancourt, Alex
Titel	Exploring Effective Pre-Kindergarten Family-School Partnerships: The Pre-Kindergarten Parent Leadership Academy Program
Quelle	In: Journal of Higher Education Outreach and Engagement, 25 (2021) 2, S.137-150 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-6102
Schlagwörter	Program Effectiveness; Preschool Education; Family School Relationship; Parent Teacher Cooperation; Parent Education; Leadership; Academic Achievement; Elementary School Students; Self Efficacy; Parent Participation; Alabama + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Parents education; Elternbildung; Elternschule; Führung; Führungsposition; Schulleistung; Self-efficacy; Selbstwirksamkeit; Elternmitwirkung
Abstract	Research suggests that positive parent-teacher relationships and increased parent involvement can improve student achievement. Family-school-community partnerships can promote these outcomes. This article describes the Pre-Kindergarten Parent Leadership Academy (Pre-KPLA) within the Parent Teacher Leadership Academy (PTLA) at the University of Alabama. To support local elementary schools and their students and families, the Pre-KPLA gives parents the opportunity to develop leadership skills within their school community while promoting parent-teacher relationships. Using a mixed-methods design, we analyzed data from the 2017-2018 and 2018-2019 years of the Pre-KPLA on parents' leadership behaviors and self-efficacy. Pretest-posttest results showed that parent participants significantly increased their leadership behaviors and self-efficacy. Additionally, qualitative thematic analysis revealed that parents were inspired to take action in their school, gained new knowledge about school improvement goals, and learned new ways to seek additional funding for their school. (As Provided).
Anmerkungen	Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01