Teachers’ Experiences Regarding Parental Involvement in Classroom Assessment
This research aimed to explore and understand teachers’ experiences regarding parental involvement in classroom assessment. The study employed a qualitative design and a case study approach. Semi-structured interviews were used to elicit data from the teachers. The study utilized the conceptual framework based on the work of Epstein (2008) in which the following six types of involvement were identified; parenting, communicating, volunteering, learning at home, decision making, and collaborating with community. Primary school teachers were selected and content analysis was used to make sense of the teachers’ narratives. Textual data was analysed using content analysis. The teachers’ narratives varied according to their background within the diverse contexts of school environments.
This work is licensed under Creative Commons Attribution 3.0 License.
Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)
Copyright © MCSER-Mediterranean Center of Social and Educational Research
To make sure that you can receive messages from us, please add the 'mcser.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders..