Campus Access Only

All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

Date of Award


Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)



First Advisor

Dennis C. Brennan

First Committee Member

Mari Irwin

Second Committee Member

Steve Siera

Third Committee Member

[?] Reyes

Fourth Committee Member

Sue Eldridge


Purpose. Roles and obstacles to parent involvement at the site level are identified. Methods and strategies for developing parent involvement programs are investigated. Parent, teacher and administrator group perceptions are described and compared.

Methodology. Descriptive and comparative surveys address role expectations, potential obstacles, and current parent involvement trends. Parent, teacher, and administrative group responses at Lathrop School are analyzed using mean ranks and median scores for each group. School records for parent involvement activities are examined.

Findings. Of the 28 items addressing parent involvement role expectations, eight decision-making, two Parents as Teachers, and one Parents as Learners items show statistically significant differences in group perspectives for role expectations. Of the 31 items analyzing obstacles, group perceptions are different in four areas. Two items show a statistically significant difference among group beliefs in the area of school attitudes. Identification of current parent involvement trends indicate that parents are involved most frequently as Teachers and least frequently as Decision Makers.

Recommendations. Lathrop School can use the study to develop clear role expectation guidelines. Suggestions are made for establishing role expectations for all four categories of parent involvement. Recommendations are given for addressing cultural obstacles and suggestions are made for further research and implementation of a more effective parent involvement program.



To access this thesis/dissertation you must have a valid email address and log-in to Scholarly Commons.

Find in PacificSearch Find in ProQuest



If you are the author and would like to grant permission to make your work openly accessible, please email


Rights Statement

Rights Statement

In Copyright. URI:
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).