| Description |
The purpose of this qualitative case study was to determine the effects of teacher home visits on parent participation in school, the quality and frequency of parent-teacher communications, and the parent-teacher relationship. Framed by the ecological systems and social capital theories, the; study examined a parent-teacher relationship survey, school communication and participation data, teacher interviews, and a parent focus group discussion using the constant comparative method. The study was completed in the Western United States at a rural charter school where parent engagement was historically low. Findings from this study clearly suggest that teacher home visits have a powerful, positive effect on the quality and frequency of parent-teacher communications, increase parent engagement in collaboration, confidence, and support of teachers, and improve parent-teacher relationships in substantial ways. These benefits led to an analysis of the program for best practices by participants and the researcher, and resulted in a number of recommendations for the school organization, parents, and teachers. The researcher recommends teacher home visits as a way to bridge the gap between home and school and establish foundational trust between teachers and families on which positive, authentic, mutually beneficial relationships can be built. |
