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Differences in Pre-Service Teacher Attitude Change about Family Involvement across Four Universities

Author

Listed:
  • Laura Nathans

    (Department of Human Development and Family Studies, Penn State Scranton, Dunmore, PA 18512, USA)

  • Amber Brown

    (Department of Early Childhood Education, University of Houston-Clear Lake, Houston, TX 77058, USA)

Abstract

This study explored item-level change in pre-service teachers’ attitudes toward teacher- and parent-initiated parent involvement across four diverse universities. Pre-service teacher (N = 1658) attitudes toward parent involvement were measured before and after exposure to the online Parent Teacher Education Connection (PTEC) curriculum which provides information about Epstein’s six types of parent involvement. The four universities infused this curriculum differently into their coursework. Results showed that items demonstrated change related to how the four universities infused parent involvement curriculum into coursework. Overall, teacher-initiated involvement items showed more changes than parent-initiated items. Across the whole sample, there was change in items related to all six types of parent involvement. Results highlighted the importance of infusing parent involvement into the curriculum or teaching a full course, including activities placing pre-service teachers in the role of the parent, including service learning, and focusing on cultural diversity.

Suggested Citation

  • Laura Nathans & Amber Brown, 2022. "Differences in Pre-Service Teacher Attitude Change about Family Involvement across Four Universities," Societies, MDPI, vol. 12(2), pages 1-16, April.
    • Handle: RePEc:gam:jsoctx:v:12:y:2022:i:2:p:65-:d:787475
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