Curriculum reform during Ontario's "Common Sense Revolution" : a critical-democratic examination of policy formation /
by Laura Elizabeth Pinto.
ix, 330 leaves : ill.
Microform, Thesis
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dissertation note
Thesis (Ph.D.)--University of Toronto, 2009.
The experience of parental involvement in education in Jamaica was explored with a focus on identifying the factors that motivated parents to become involved in the education of their children. A theoretical construct of parental involvement in education developed by Hoover- Dempsey and Sandler's (2005) was used to guide the research process. The research suggests that the current state of parental involvement in education in Jamaica was not a direct consequence of a "lack of parental interest"; but an outcome of factors mitigating effective and sustained parental involvement. Parents from across the school levels want to become involved in the education of their children. However, their involvement was limited by factors emerging from their home situations and the institutional reality at the school. These factors were also linked to a broader sociological context where poverty and social class defined the nature and quality of the involvement across the school levels. The regression analysis indicated that knowledge and skill, time and energy, specific teacher invitation and parental role were predictors of total involvement. This implies that to increase the incidence of parental involvement, the school must facilitate an enabling environment that promotes engaging and meaningful parental involvement and take a leadership role to facilitate the empowerment of parents. This can be achieved by establishing: (a) a shared vision and common goal for parental involvement;(b) a home-school partnership framework that builds the capacity of schools and parents, especially fathers; and (c) a "complimentary learning framework" that supports families, quality student development and learning outcomes. The study had a number of limitations; nonetheless, some of findings were interesting because they were counter-intuitive. Therefore, the study was heuristic in nature and served as a basis for further investigation. The recommended areas are: (i) the source of efficacy development and its influence on perceived sense of parent efficacy and behaviour across school levels; (ii) the belief and practice of parental involvement by teachers across school levels and its influence on the choice of parental involvement behaviours; and (iii) and the role of fathers in the education of their children.
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Includes bibliographical references (leaves 286-304)

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