Graduation Year
2012
Document Type
Dissertation
Degree
Ph.D.
Degree Granting Department
Psychological and Social Foundations
Major Professor
George M. Batsche
Abstract
The current study investigated the relationships among level of Problem-Solving/Response to Intervention (PS/RtI) implementation, school factors, educator factors, family factors, and a) educator reports of individual and school-wide practices to engage families, and b) family perceptions of educators' family engagement practices in schools implementing PS/RtI. Survey instruments measuring family engagement in PS/RtI were developed for the current study. Survey data measuring the beliefs about family engagement, perceptions of knowledge and skills for family engagement, and perceptions of family engagement practices were collected from 396 families and 933 educators from 40 schools in a local school district. Findings suggest that PS/RtI implementation was not a significant predictor of family engagement behaviors or of family or educator perceptions of educators' family engagement practices. Results suggest a positive relationship between educator knowledge and skills for family engagement and educators' family engagement practices. Additionally, findings suggest a positive relationship between family perceptions of educators' family engagement practices and families' engagement communication and activities. Generally, results suggest that school-level demographic variables (i.e., percentage of minority students, percentage of students eligible for special education services, and percentage of students eligible for free or reduced-price lunch, Title 1 status) demonstrated negative relationships with educators' family engagement practices and with families' engagement communication and activities. Implications for practice include professional development and coaching opportunities targeting educators' culturally sensitive family engagement knowledge and skills and subsequent family engagement practices. Implications for future research include replicating the study with diverse samples and the use of different research methods (e.g., quasi-experimental, longitudinal, qualitative designs) to gain a better understanding of the relationships found in the current study.
Scholar Commons Citation
Minch, Devon, "A Preliminary Investigation of Family Engagement Practices in Schools Implementing Problem-Solving/Response to Intervention (PS/RtI)." (2012). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/4373
