TRANSFORMING LEARNING CULTURES VIA PARENT TEACHER PARTNERSHIPS

Student teacher relationships, instructional practice, socio-economic status, and parental involvement are identified as underlying causes of the multidimensional construct of behavioral, emotional, and cognitive engagement. The literature review explores student engagement through a theoretical framework, a statement of the problem, purpose of the study, and review of the literature. A needs assessment identified the behavioral, emotional, and cognitive engagement levels of grade four, five and six students from three Southern Alberta schools to be below desirable levels. Correlations between low levels of student engagement and parent involvement were also identified. Literature that addresses how schools can better establish parent and external partnerships in order to improve student engagement was reviewed. An intervention related to increasing parent involvement through the use of Parent Teacher Academic Teams (PTAT) was implemented. Findings suggested when PTAT was implemented student perception of parent involvement in schools increased

The affordances and contraints of distributive leadership in effecting school improvement in Saudi Arabian primary schools for boys : a focus upon school culture and values

This study addresses the concept of distributive leadership within the context of education. It explores and explains the values which underpin school culture and the extent and ways in which these values promote or inhibit distributive leadership. The research also considers the contrasts between Islamic values and the values that are purported to be promoted within distributive leadership. The main aim is to examine the relationship between school culture values and distributive leadership values, so as to suggest how improvement in schools can be furthered. Many scholars have postulated that distributive leadership could be the best solution for the improvement of leadership in schools (Harris, 2009; Hairon & Goh, 2014).;Nevertheless, the concept of distributive leadership is yet to gain consensus and, therefore, it can be said that it lacks a rational platform within the literature (Hartley, 2010; Woods et al., 2004; Gunter et al., 2008; Bennet et al., 2003; Bolden, 2011; Harris & Spillane, 2008). The formulation of a theoretical framework for the research can be done by focusing on the commonly accepted values of distributive leadership. For instant trust and accountability, sharing and empowerment (Harris, 2014; Day & Sammons, 2016), equality and justice (Torrance, 2013a; Harris, 2014), motivation and sense-making (Harris, 2014; Mascall et al., 2008), tender and autonomy (Tschannen-Moran &Gareis, 2015). To achieve these main aims, this research undertook a qualitative case study with triangulation tools in three primary schools for boys in Riyadh.This study addresses the concept of distributive leadership within the context of education. It explores and explains the values which underpin school culture and the extent and ways in which these values promote or inhibit distributive leadership. The research also considers the contrasts between Islamic values and the values that are purported to be promoted within distributive leadership. The main aim is to examine the relationship between school culture values and distributive leadership values, so as to suggest how improvement in schools can be furthered. Many scholars have postulated that distributive leadership could be the best solution for the improvement of leadership in schools (Harris, 2009; Hairon & Goh, 2014).;Nevertheless, the concept of distributive leadership is yet to gain consensus and, therefore, it can be said that it lacks a rational platform within the literature (Hartley, 2010; Woods et al., 2004; Gunter et al., 2008; Bennet et al., 2003; Bolden, 2011; Harris & Spillane, 2008). The formulation of a theoretical framework for the research can be done by focusing on the commonly accepted values of distributive leadership. For instant trust and accountability, sharing and empowerment (Harris, 2014; Day & Sammons, 2016), equality and justice (Torrance, 2013a; Harris, 2014), motivation and sense-making (Harris, 2014; Mascall et al., 2008), tender and autonomy (Tschannen-Moran &Gareis, 2015). To achieve these main aims, this research undertook a qualitative case study with triangulation tools in three primary schools for boys in Riyadh