| Popis: |
One of the provisions of the No Child Left Behind (NCLB) Act was the assurance that parents would be actively involved in the education of their children. The McKinney-Vento Homeless Education Assistance Improvement Act was eventually reauthorized under the Elementary and Secondary Education Act (ESEA), Title X, Part C of NCLB legislation. A result of this reauthorization was a standard of quality that focuses on the parents of homeless students being active participants in their child’s education in a meaningful manner. In order to implement this particular standard, one recommended strategy was a focus on parent engagement in early literacy related activities with their child. Leadership practices in schools are of major importance when educating homeless students. Educational leaders also play a vital role in interpreting and implementing components of national educational mandates and legislation that focus on specific at risk student populations. Professional development and training opportunities are essential for school site staff to meet the challenge of possible preconceived perceptions regarding the involvement of parents of homeless students. The purpose of this study was to examine the perception of parental involvement by school administrators and teacher leaders in relation to fostering of early literacy development in homeless students. This study used a qualitative research design via a case study approach employing semi-structured interviews with theoretical underpinnings based on Bioecological Systems Theory. The findings of this study shed light on educational administrators and teacher leaders’ views of parental involvement in the attainment of early educational milestones of homeless students. |
