Preservice teacher learning about parent involvement at four universities

ABSTRACT

A study of differences in the implementation of the Parent-Teacher Education Curriculum (PTEC) by four geographically and culturally diverse universities on preservice teacher (PST) learning about parent involvement has implications for teacher education practice. Participants included 1,948 PSTs from the four universities who studied and completed knowledge and attitude pre- and post-tests related to one or more PTEC module based on Epstein’s six types of parent involvement. Quantitative analysis using two-way mixed ANOVA with repeated measures showed significant changes in knowledge and attitudes towards family engagement. Qualitative study of documents exposed associated differences in implementation of PTEC at all universities. The most successful implementation involved embedding the six modules in a common online course taught to early childhood/elementary PSTs. Other successful practices included supportive field experiences, teaching cultural competence, and in-depth discussion of case studies. Findings support continued study of the effect of curriculum based on Epstein’s model.

KEYWORDS:

• Parent involvement
• preservice teacher training
• faculty teaching on parent involvement

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the United States Department of Education Fund for Postsecondary Education Fund for Improvement of Post-Secondary Education under Grant [P116B031199].

Notes on contributors

Laura Nathans

Laura Nathans received a doctoral degree in Educational Research with a concentration in Human Development and Family Studies from the University of North Texas. Dr. Nathans is currently an Assistant Professor at Penn State Scranton. She has conducted research on home visiting program efficacy and home visitor training, parent and family engagement, and innovative statistical methods. She has presented at international conferences. Recent publications are in Early Education and Development and Journal of Community Psychology.

Amber Brown

Amber Brown received a doctoral degree in Early Childhood Education from the University of North Texas. She is a former preschool and elementary teacher as well as a former preschool director. Dr. Brown has conducted parent involvement training for teachers and parent educators at school districts, state, and national conferences. She is currently an Assistant Professor in the Department of Curriculum and Instruction at the University of Houston – Clear Lake. Her research focuses on early childhood intervention, parent and family engagement, and development of efficacy in pre-service teachers. Recent publications are in the Teacher Education and Practice, Journal of Early Childhood Research, and Early Education and Development.

Mary Harris

Mary Harris, Professor Emeritus in the Department of Teacher Education and Administration and Meadows Chair for Excellence in Education.at the University of North Texas. Dr. Harris taught in elementary and secondary schools in Pennsylvania and organised innovative school–university partnerships at Kansas State University and the University of North Dakota, where she served as Dean of the College of Education and Human Development before joining the UNT faculty in 2000. Her collaborations at UNT have focused on STEM teacher education, parent and family engagement, and development of college-going cultures in urban schools. Recent publications are in the Teacher Education and Practice, The Teacher Educator, and Action in Teacher Education.

Arminta Jacobson

Arminta Jacobson, PhD., Certified Family Life Educator Emeritus, recently retired as Professor from the Department of Educational Psychology at the University of North Texas where she taught for 37 years. A former preschool and secondary teacher, she held the Elaine Mathes Professorship and for over 20 years directed the Center for Parent Education and directed international conferences on parent education and family support. Her research focuses on parent education and parent-family engagement. More recent publications are in The Teacher Educator, Family and Consumer Sciences Research Journal, Teacher Education & Practice, Early Education and Development, and Early Childhood Research Quarterly.