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    Parent Views of Involvement in their Child's Education: A Rasch model analysis

    164052_164052.pdf (128.7Kb)
    Access Status
    Open access
    Authors
    Romanoski, Joseph
    Cavanagh, Rob
    Date
    2005
    Type
    Conference Paper
    
    Metadata
    Show full item record
    Citation
    Cavanagh, Robert and Romanoski, Joseph. 2005. Parent Views of Involvement in their Child's Education: A Rasch model analysis, in Jeffery, Peter L. (ed), Creative dissent: constructive solutions, 2005 Annual Conference of the Australian Association for Research in Education, Nov 27 2005. Parramatta, NSW: AARE.
    Source Title
    Creative Dissent: Constructive Solutions
    Source Conference
    2005 Annual Conference of the Australian Association for Research in Education
    Additional URLs
    http://www.aare.edu.au/data/publications/2005/cav05080.pdf
    School
    Humanities-Faculty Office
    Remarks

    Reproduced with permission of the AARE (Australian Association of Research in Education), http://www.aare.edu.au/.

    URI
    http://hdl.handle.net/20.500.11937/25297
    Collection
    • Curtin Research Publications
    Abstract

    The theoretical basis for the study was the assumption that parental involvement in a child's education is an important aspect of school culture and that school renewal efforts intended to change the prevailing culture need to take into account the role of parents. Data (N=1,672) from administration of a 40-item rating scale instrument designed to elicit parent views of their involvement in their child's education were analysed using the Rasch model. The analyses were used to test the construct validity of an hypothesised model of parental involvement and the capacity of the instrument to measure the hypothesised components. The components were: Child's view of the importance of schooling, desire to learn, and achievement and engagement; the school's focus on children, learning and on education generally; and provision of information from teachers, teachers' commitment to working with parents, and parent confidence in communicating with the teacher. The instrument was shown to be eliciting data that did not fit the original theoretical model and in cognisance of the need for content validity and accurate measurement, the instrument was refined. Data from the refined instrument were then analysed to produce measures of different aspects of parental involvement as perceived by the parent respondents.

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