| This qualitative case study utilized sociocultural learning theory to examine the perceptions parents, teachers, and administrators have concerning parent involvement at an urban elementary school. This study also examined the extent to which parent involvement framework components were utilized to enhance parental engagement, and if they were contextually relevant at this school site.;Qualitative methodologies were used to collect data, namely interviews, focus groups, and observations. A total of 20 people were interviewed, 13 subjects participated in 4 focus groups, and over 15 hours of data were collected via observation. The findings showed that there are differing parent involvement perceptions and definitions of among parents, teachers, and administrators at one school site, contributing to a growing gap between parents and educators regarding procedural and philosophical parent involvement issues. Due to these varying perceptions, there is also a distinct lack of a common language that parents, educators, and the research community agree upon concerning parent involvement.;Data also confirmed that parent involvement framework components were not utilized with regularity at this urban elementary school. The data also state that aspects of parent involvement frameworks need revision to apply to this school site in order for them to be contextually relevant. |
