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035 a| (OCoLC)1449649573;

090 a| LC226;

049 a| EREE;

100 1 a| Moses, Kim M.,e| author.?| UNAUTHORIZED;

245 10 a| Build a village :b| cultivating productive relationships with African-American parents for increased family engagement /c| by Kim M. Moses.;

246 3 a| Build a village cultivating productive relationships with African-American parents for increased family engagement.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2024.;

300 a| 1 online resource (222 pages) :b| illustrations (chiefly color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| application/pdfc| 2.56 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2024.;

500 a| Presented to the Faculty of the Department of Educational Leadership;

500 a| Advisor: Matthew Militello;

500 a| Title from PDF t.p. (viewed May 1, 2025).;

520 3 a| When parents and teachers work collaboratively, student outcomes improve. To ensure that African-American parents feel welcome in the school setting, schools must consider the cultural differences that can sometimes prevent successful partnerships. This qualitative participatory action research study was informed by activist research and community learning exchange (CLE) methodology and protocols. In collaboration with a team of co-practitioner researchers (CPR) composed of three teachers, one school psychologist, and one principal, the goal was to examine the extent to which teachers cultivated productive relationships with African-American parents. Over the PAR project and study, teachers and African-American parents shared experiences and ideas to examine current practices and inform strategies to cultivate partnerships. As a result of three cycles of inquiry, the findings indicate: (1) When there is a lack of cultural understanding, partnerships between African-American parents and teachers are negatively impacted, and (2) when there is mutual communication-places and spaces to talk-African-American parents and teachers are better positioned to partner. In practice contexts, there is a need to create inclusive school communities that support the capacity of teachers to build productive relationships with African-American parents. In the research context, these findings complement other research about the creation of culturally responsive school communities (Nieto, 1999) and the need to address systemic cultural barriers to African-American parent involvement (Lareau, 1996). These emerged as critical components to improving the capacity to develop partnerships between African-American parents and teachers.;

504 a| Includes bibliographical references.;

650 0 a| Parent-teacher relationships.=| ^A23306;

650 0 a| Educationx| Parent participation.=| ^A265939;

650 0 a| African American students.=| ^A8811;

650 0 a| African American parents.=| ^A690798;

650 0 a| African American teachers.=| ^A244864;

650 0 a| Action research in education.=| ^A166963;

653 a| Home-School Partnership;

653 a| Parent Engagement;

653 a| Relational Trust;

700 1 a| Militello, Matthew,e| degree supervisor.1| https://id.oclc.org/worldcat/entity/E39PCjJVGHRRYvQ8RpQPXBYkQm=| ^A1009081;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/13409;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 6462622;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6462622-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 7/24/2024x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6462622-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 7/24/2024x| ETDz| HERESOURCE;

Build a village : cultivating productive relationships with African-American parents for increased family engagement / by Kim M. Moses.

Author/creator	Moses, Kim M. author.
Other author	Militello, Matthew, degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2024.
Description	1 online resource (222 pages) : illustrations (chiefly color)
Supplemental Content	Access via ScholarShip
Subjects	Parent-teacher relationships. Education--Parent participation. African American students. African American parents. African American teachers. Action research in education.

Variant title	Build a village cultivating productive relationships with African-American parents for increased family engagement.
Summary	When parents and teachers work collaboratively, student outcomes improve. To ensure that African-American parents feel welcome in the school setting, schools must consider the cultural differences that can sometimes prevent successful partnerships. This qualitative participatory action research study was informed by activist research and community learning exchange (CLE) methodology and protocols. In collaboration with a team of co-practitioner researchers (CPR) composed of three teachers, one school psychologist, and one principal, the goal was to examine the extent to which teachers cultivated productive relationships with African-American parents. Over the PAR project and study, teachers and African-American parents shared experiences and ideas to examine current practices and inform strategies to cultivate partnerships. As a result of three cycles of inquiry, the findings indicate: (1) When there is a lack of cultural understanding, partnerships between African-American parents and teachers are negatively impacted, and (2) when there is mutual communication-places and spaces to talk-African-American parents and teachers are better positioned to partner. In practice contexts, there is a need to create inclusive school communities that support the capacity of teachers to build productive relationships with African-American parents. In the research context, these findings complement other research about the creation of culturally responsive school communities (Nieto, 1999) and the need to address systemic cultural barriers to African-American parent involvement (Lareau, 1996). These emerged as critical components to improving the capacity to develop partnerships between African-American parents and teachers.
General note	Presented to the Faculty of the Department of Educational Leadership
General note	Advisor: Matthew Militello
General note	Title from PDF t.p. (viewed May 1, 2025).
Dissertation note	Ed.D. East Carolina University 2024.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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Build a village : cultivating productive relationships with African-American parents for increased family engagement / by Kim M. Moses.

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