Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
There is agreement in the academic community that parent involvement is critical to the academic achievement of all students. With the student population of America rapidly changing, the collaboration between parent and teacher continues to be more challenging. This study aims to explore the obstacles that inhibit collaboration with ELL (English Language Learners) families. The author documents details related to the barriers that exist in these relationships and current strategies commonly used to help with parent involvement in an ELL setting. Given the rapid increase in the Somali population in recent years in the Twin Cities, the author used this ELL group as the focus for research. Interviews, parent discussion forums, and teacher questionnaires were all used to get a clearer picture of the relationships present between teachers and families. This study moved away from the traditional “expert” model of conveying information to ELL families and instead utilized families in the Somali community, who have experience in the US school system, as the experts. Experienced families that have gone through the transition to American schools act as a guide in helping those that are newcomer refugee families.
Focus Group, Interview, Survey
Hutchins, Joseph William, "Creating Collaborative Parent-Teacher Learning Environments in an English Language Learner Setting" (2015). School of Education Student Capstones and Dissertations. 260.