Failure to communicate: teachers talk to parents.

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FAILURE TO COMMUNICATE: TEACHERS TALK TO PARENTS

A thesis presented by

Jessica Mae Morris to

The School of Education

In partial fulfillment for the requirements of the degree Doctor of Education in the field of Education

College of Professional Studies Northeastern University Boston, Massachusetts August 2017

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Abstract

This study was designed to investigate the perceptions and experiences of rural middle school teachers' communication efforts with parents. Research indicates that positive communication between parents and teachers is essential to students' success during adolescence; however, parent to school communication declines as students' transition from elementary to middle school resulting in negative effects on academic achievement, decreased motivation, and lowered self-esteem. Much of the research previously conducted derives from the effects of communication breakdowns, whereas the purpose of this research is to explore the impediments causing the interruption, or absence of communication practices between teachers and parents. Although there is an abundance of educational research focused on urban schools, there is little research on teacher and parent communication in a rural setting. Rural educators face a unique set of challenges as opposed to their urban counterparts. The primary significance of this study is that it provides an authentic, meaningful, and candid perspective to view the realities of the teacher-parent relationship, which can be transferred to other rural educators and families of the students being educated within the small town context.

Keywords: Communication, rural, adolescents, middle school, small town

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TABLE OF CONTENTS

CHAPTER ONE: INTRODUCTION.......................................................................6 Statement of the Problem............................................................................6 The Topic..............................................................................................7 Research Problem....................................................................................8 Justification for the Research Problem............................................................9 Deficiencies in the Evidence.......................................................................10 Relating the Discussion to Audiences............................................................11 Significance of the Research Problem............................................................12 Positionality Statement.............................................................................13 Previous Knowledge & Personal Background..................................................17 Professional Background...........................................................................18 Research Question.................................................................................22 Theoretical Framework.............................................................................22 Social Learning Theory.............................................................................23

CHAPTER TWO: LITERATURE REVIEW............................................................26 Introduction..........................................................................................26 Rural Education.....................................................................................27 Adolescent Development...........................................................................28 Middle School.......................................................................................29 Parent & Teacher Communication...............................................................31 Epstein's Framework...............................................................................32 Parental Role in Child Development.............................................................33 Communication & the Brain......................................................................34 Communication and Families.....................................................................35 Trust...................................................................................................38 Supporting Communication........................................................................39 Communication Strategies.........................................................................40 The Parent-Teacher Conference..................................................................41 Communicating Emotions vs. Academics.......................................................42 Obstacles to Communication......................................................................43 Helicopter Parenting................................................................................44 Summation...........................................................................................45

CHAPTER THREE: RESEARCH DESIGN.............................................................50 Methodology.........................................................................................50 Research Design.....................................................................................50 Research Tradition..................................................................................51 Critiquing Narrative Inquiry.......................................................................54 Researcher's Role within this Paradigm.........................................................54 Participants...........................................................................................55 Recruitment and Access............................................................................56 Data Collection......................................................................................57 Data Storage.........................................................................................58

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Data Analysis........................................................................................58 Presentation of Findings...........................................................................59 Trustworthiness.....................................................................................60 Validity, Reliability and, Generalizability.......................................................60 Protection of Human Subjects.....................................................................60 Informed Consent...................................................................................61 Internal Review Board Approval.................................................................61

CHAPTER FOUR: CONFESSIONS OF SMALL TOWN TEACHERS: A PORTRAIT OF FOUR EDUCATORS.......................................................................................62

Gail: Longevity and Change Over Time.........................................................63 Julie: Glass Half Full: Glass Half Empty........................................................70 Shannon: Fear and Loathing in Middle School.................................................75 Dave: Cool and Confident.........................................................................80 Thematic Analysis..................................................................................83 Fear & Communication Strategies................................................................84 Small Town Schools................................................................................86 Administrative Support.............................................................................86 Summary of Teachers' Stories.....................................................................87

CHAPTER FIVE: DISCUSSION AND CONCLUSION..............................................89 Key Findings........................................................................................90 The Fear Narratives: Avoiding Parental Interactions..........................................90 The Change Narratives: Self-Preservation Strategies..........................................91 The Support Narratives: Principles of Principals...............................................92 Implications for Practice...........................................................................93 Further Research....................................................................................94 Final Thoughts.......................................................................................95

REFERENCES...............................................................................................96

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ACKNOWLEDGEMENTS

To pinpoint where this journey began is not possible. To thank every person who has impacted my ability to complete this task is insurmountable. In this moment of completion, and while exhaling, I'd like to quietly remember my grandparents-the people who planted seeds. Tapadh leat. I'd especially like to remember Nana, because you made so much of this initial journey possible all those years ago when college seemed like an impossible feat.

To my "work goats" who provided almost daily reassurance that I would accomplish this. I'm done. We can hang out now. And to Catherine, my peer and ally, thanks for always being an e-mail away.

To my Mom & my Michael. Two summers of "Camp Nana-Pasquaney" which allowed me to participate in residency with no worry about my children's safety and happiness.

To my forever husband who never complained when frozen pizza was on the dinner menu, again. Thank you for allowing me to make an office in our bedroom, and for reminding me who I am. When I questioned my ability to climb this mountain, you simply reminded me that I was already doing it. Our partnership is the foundation that allows me to dream and for that I am eternally grateful.

And finally, to my children-my little lights, my most amazing accomplishments-thank you for simply being you. When someone once questioned "What kind of mother would attempt a doctorate before her children are grown?" Thank you for appreciating that it's the kind who shows her children what commitment, perseverance, sacrifice, and determination looks like. May you grow to possess all these traits and use them at every opportunity. You're off to an incredible start. I love you and thank you. We did it!

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