Teachers’ Experiences Regarding Parental Involvement in Classroom Assessment
AbstractThis research aimed to explore and understand teachers’ experiences regarding parental involvement in classroom assessment. The study employed a qualitative design and a case study approach. Semi-structured interviews were used to elicit data from the teachers. The study utilized the conceptual framework based on the work of Epstein (2008) in which the following six types of involvement were identified; parenting, communicating, volunteering, learning at home, decision making, and collaborating with community. Primary school teachers were selected and content analysis was used to make sense of the teachers’ narratives. Textual data was analysed using content analysis. The teachers’ narratives varied according to their background within the diverse contexts of school environments.
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