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Assignment1andAssignment2.pdf
ACTION RESEARCH PROPOSAL - LITERATURE EVALUATION 1
Assignment 1
ECE 660 Action Research and Inquiry in Education
Enhancing Preschool Vocabulary Through Interactive Read-Aloud
In the context of early childhood education, it is of paramount importance to provide a
strong foundation of literacy to facilitate long-term educational success. Professional experience
has reaffirmed a need for early literacy skills, particularly in preschool and kindergarten
ACTION RESEARCH PROPOSAL - LITERATURE EVALUATION 2
classrooms. Preschool children and children in kindergarten who develop strong emergent
literacy skills become more likely to be proficient readers in their adult years (Jones, 2021).
However, despite the emphasis on literacy in early childhood programs, there is a language
proficiency gap in children of diverse backgrounds. The gap tends to result in children in
elementary school having varying readiness levels, a condition likely to impact their educational
trajectory in the future. The purpose of this study is to ascertain the impact of interactive read-
aloud on vocabulary in children in preschool with a view to improving student outcomes in early
literacy. By researching this instructional approach, I aim to ascertain effective strategies that can
be applied in early childhood classrooms to facilitate vocabulary learning and overall literacy
proficiency.
The motivation to undertake this study is grounded in observed discrepancies in
children's language proficiency in preschool, namely children of varying socio-economic status.
Prior studies have shown that children in low-income homes receive fewer rich language
experiences than their more affluent counterparts. This is sometimes referred to as the "word
gap" and has been found to permanently affect children's educational outcomes. In my work with
children in the preschool age group, I've observed that children exposed to a high incidence of
books, stories, and discussions in their homes display more developed vocabulary and a higher
interest in reading activities. Conversely, children lacking such exposure struggle to comprehend
and use language to describe their world. Such observations raise questions of whether or not a
planned, interactive read-aloud in the classroom can close this gap and provide all children with
a solid foundation in learning to read.
Another factor in justification of this study is the evolving role of early childhood
educators in providing language-enriched settings. Most preschool programs employ storytime
ACTION RESEARCH PROPOSAL - LITERATURE EVALUATION 3
as a regular aspect of their day, yet the effects of such sessions rest on the strategies used by
educators. The mere recitation of a story to children during a traditional read-aloud is not always
sufficient to activate students to their potential or to enrich their vocabulary. Interactive read-
alouds, on the other hand, employ explicit questioning, discussions, and opportunities for
children to connect to the story (Nambiar & Gade, 2021). Such a process encourages active
engagement and more in-depth comprehension. Because of the importance of early literacy, it is
of particular interest to ascertain if employing interactive read-aloud strategies is a method to
yield measurable outcomes in children's vocabulary enhancement. If it is found to be effective,
such a process would become a standard procedure in preschool classrooms to support language
enhancement and readiness in literacy.
The target group in this research is children in preschool-aged three to five. This age
group is most appropriate to be studied because it is a time of key language development when
children acquire new vocabulary at a high speed and develop their communication skills. The
research would be conducted on a group of approximately 20 to 25 children in a class setup. The
children in this group would be of various socio-economic backgrounds to understand how
interactive read-aloud impacts vocabulary learning in various segments of society. The reason to
opt for this age group is that it is said that intervention in literacy at this age can provide long-
term outcomes in children's educational achievements. With effective strategies at this age,
educators can bridge the language gap and equip children to learn better in the future.
The following research question has been developed to guide this inquiry: How do
interactive read-alouds impact vocabulary learning in preschool children? The question is
developed to determine if interactive, structured read-aloud can be employed to support
children's vocabulary learning more effectively than more traditional methods of reading. In
ACTION RESEARCH PROPOSAL - LITERATURE EVALUATION 4
addressing this question, the study aims to inform the best practices in early childhood
instruction and provide evidence-based advice to improve instruction in literacy in preschool
classrooms (Nambiar & Gade, 2021). The findings of this study will be applied to curriculum
design, teacher education, and educational policy in early childhood education.
Existing research also shows that interactive read-aloud is a powerful vocabulary-
building approach in young children. The evidence shows that when children talk during books,
receive open-ended questions, and make predictions, there is a higher chance that they will learn
new vocabulary and be familiar with their meanings in context (Grøver et al., 2023). In addition,
using pictures, gestures, and multiple exposures to vocabulary words has been found to support
learning new vocabulary in young children. Despite such promising results, more needs to be
done to determine the most helpful ways of applying interactive read-aloud in multicultural
classrooms. By conducting this research, I would be contributing to existing knowledge and
providing practical guidance that can be applied to assist early childhood educators and their
children.
In conclusion, this study aims to ascertain interactive read-aloud's impact on vocabulary
learning in children of preschool age. The motivation for this work is to observe gaps in children
of preschool age in language knowledge and in guided read-a-loud's potential to close such gaps.
By focusing on children of preschool age and researching interactive methods of reading, this
work attempts to provide educators with evidence-based instructional methods that can be used
to deliver stronger early instruction in literacy. As vocabulary learning is a key to overall
proficiency in reading, the findings of this work would be of great potential to inform instruction
in early childhood (Nambiar & Gade, 2021). Ultimately, the goal is to ascertain and implement
ACTION RESEARCH PROPOSAL - LITERATURE EVALUATION 5
instructional methods that support language learning and prepare children for a lifetime of
learning achievement.
References
ACTION RESEARCH PROPOSAL - LITERATURE EVALUATION 6
Grøver, V., Snow, C. E., Evans, L., & Strømme, H. (2023). Overlooked advantages of interactive
book reading in early childhood? A systematic review and research agenda. Acta
Psychologica, 239, 103997. https://doi.org/10.1016/j.actpsy.2023.103997
Jones, S. D. (2021). Best Practices in Early Childhood Literacy. UCONN.
https://education.uconn.edu/2021/10/20/best-practices-in-early-childhood-literacy/
Nambiar, P., & Gade, S. (2021). Reading Aloud as a Leading Activity With Preschool Students.
LEARNing Landscapes, 14(1), 265–275. https://doi.org/10.36510/learnland.v14i1.1056
Assignment 2
Action Research Proposal - Literature Evaluation
ACTION RESEARCH PROPOSAL - LITERATURE EVALUATION 7
ECE660: Action Research and Inquiry in Education
ACTION RESEARCH PROPOSAL - LITERATURE EVALUATION 8
Action Research Proposal - Literature Evaluation
Article Summary Table #1
Table 1
Article Evaluation Table
Title We feel connected… and like we belong”: A parent-led, staff-
supported model of family engagement in early childhood.
Author Christine McWayne, Sunah Hyun, Virginia Diez, Jayanthi Mistry
Year 2022.
RefWorks Link
Include the link to the
location of the article saved
in your Refworks account.
https://doi.org/10.1007/s10643-021-01160-x
CRAAP Test
Evaluate the article using the
What is CRAAP? test.
Currency: Published in 2021, the study is recent and reflects
current perspectives on early childhood education and family
engagement.
Relevance: The article is highly relevant to research on family-
school partnerships, particularly within Head Start programs,
making it valuable for studies on parental involvement and
educational equity.
Authority: The authors, McWayne et al., are reputable
researchers in early childhood education with prior studies on
similar topics. The Early Childhood Education Journal is a well-
regarded, peer-reviewed publication.
Accuracy: The study is well-researched, citing multiple credible
sources and following rigorous qualitative methodologies.
Purpose: This article explores the impact of parent-led, staff-
supported initiatives in family engagement, emphasizing
inclusivity and relationship-building.
Purpose and Main Points
Summarize the purpose and
main points of the article.
The article examines how a parent-led, staff-supported family
engagement model was implemented in Head Start programs and
its impact on parental involvement. It highlights the importance
of integrating family engagement with curriculum efforts rather
than treating them separately. The study underscores the need for
sustainable family-school partnerships, suggesting that shared
governance structures like Policy Councils and Parent
ACTION RESEARCH PROPOSAL - LITERATURE EVALUATION 9
Title We feel connected… and like we belong”: A parent-led, staff-
supported model of family engagement in early childhood.
Committees play a critical role in fostering engagement. The
authors also discuss challenges to implementation, including
leadership turnover and language barriers, and propose strategies
for sustaining home-to-school approaches in diverse settings.
Subjects or Participants
(Explain the participants of
the study.)
The study involved families, teachers, and program staff from
Head Start programs in a large urban area in the northeastern
United States. The focus was on Parent Leaders who took the
initiative in organizing family engagement efforts, supported by
Head Start staff. The program also included early childhood
educators and administrators who played a role in facilitating and
sustaining these initiatives.
Variables
(What are the independent
and dependent variables in
this study?)
Since this is a qualitative study, it does not explicitly define
independent and dependent variables. However, key factors
analyzed include:
Independent variable: Implementation of the Coffee
Hours model.
Dependent variable: Parental involvement levels in
Head Start programs.
Contextual factors: Leadership stability, linguistic
diversity, and urban vs. rural settings.
Instruments
(Examine the instruments
used to collect data, include
any pertinent information on
the validity and reliability of
the instruments).
The study used qualitative research methods, including
participant observations, interviews, and focus groups. These
instruments helped assess the perspectives of parents, teachers,
and program staff on the effectiveness of the engagement model.
Triangulation, where multiple data sources and perspectives were
used to cross-verify findings, strengthened the validity and
reliability of these methods.
Quantitative
(i.e., test scores, rating
scales, rubrics, statistics,
teacher-made tests, report
cards, attendance statistics,
attitude scales, etc.). If
quantitative instruments are
The study primarily relies on qualitative methods rather than
quantitative data collection. No test scores, statistical analyses, or
numerical ratings were used to measure outcomes. Instead, the
research focuses on narrative accounts, thematic analysis, and
descriptions of participant experiences.
ACTION RESEARCH PROPOSAL - LITERATURE EVALUATION 10
Title We feel connected… and like we belong”: A parent-led, staff-
supported model of family engagement in early childhood.
not used in this study, please
state this in your summary of
this section.
Qualitative
(i.e., surveys, questionnaires,
portfolios, exhibits,
interviews, observation,
visual recordings,
photography, oral histories
or stories, journals,
anecdotal notes, researcher
journal, etc.) If qualitative
instruments are not used in
this study, please state this in
your summary of this
section.
The study used qualitative tools such as:
Interviews: Collected detailed feedback from parent
leaders and staff.
Focus groups: Assessed strengths and weaknesses of the
engagement model.
Participant observations: Documented daily
interactions between parents and staff.
Intervention(s) Used in this
Study
(Summarize what was done
to improve a situation or
existing challenge that the
research addressed.)
The intervention involved Coffee Hours, a parent-led, staff-
supported engagement model where parents led discussions and
initiatives to improve parental involvement in Head Start
programs. Coffee Hours were informal but structured meetings
where parents and staff collaboratively planned engagement
activities. The study also explored how integrating engagement
activities into curriculum planning could promote long-term
sustainability.
Outcomes or Results
(Explain what kind of
evidence used to support
his/her claims – i.e.
statistics, charts, stories,
historical documents, etc.)
The study revealed that Coffee Hours helped strengthen parental
involvement and school-community relationships. Parents
reported a greater sense of belonging and engagement with the
school community, leading to increased trust between families
and educators. However, challenges such as staff turnover and
language barriers impacted the consistency of engagement
efforts. The study suggests that sustained leadership and
structural integration of family involvement activities are
essential for long-term success.
Implications
(Based on the results of the
The study suggests that parental engagement should be viewed as
an integral part of curriculum development and school
governance rather than an add-on activity. Leadership stability
and institutionalized structures, such as Coffee Hours, are crucial
ACTION RESEARCH PROPOSAL - LITERATURE EVALUATION 11
Title We feel connected… and like we belong”: A parent-led, staff-
supported model of family engagement in early childhood.
study, what conclusions can
be drawn?)
for sustaining engagement. The findings contribute to broader
discussions on inclusive education and parental involvement,
demonstrating that schools benefit when parents actively
participate in policymaking and program development.
Relevance to Proposed
Study
Explain how the information
presented is relevant to your
action research proposal,
specifically your area of
focus and research
question.
This article is highly relevant to my research on parent-school
partnership effectiveness. It provides evidence that parent-led
models, such as Coffee Hours, can enhance parental involvement
in Head Start programs. The study aligns with my research focus
by identifying both benefits and challenges of these engagement
strategies, including leadership stability and linguistic diversity.
The findings will help shape best practices for implementing and
sustaining parent engagement initiatives in early childhood
education settings.
Article Summary Table #2
Table 2
Article Evaluation Table
Title School efforts to promote parental involvement: the
contributions of school leaders and teachers
Author Kartika Yulianti, Eddie Denessen, Mienke Droop, and Gert-Jan
Veerman
Year 2020
RefWorks Link
Include the link to the
location of the article saved
in your Refworks account.
https://doi.org/10.1080/03055698.2020.1740978
CRAAP Test
Evaluate the article using the
Currency: The article was published in 2020, making it
relatively recent and relevant to contemporary
discussions on parental involvement in education.
Relevance: This study directly aligns with research on
ACTION RESEARCH PROPOSAL - LITERATURE EVALUATION 12
Title School efforts to promote parental involvement: the
contributions of school leaders and teachers
What is CRAAP? test. school-family partnerships by examining how teachers
and school leaders influence parental involvement. It is
particularly useful for understanding different
engagement strategies in elementary education.
Authority: The authors are affiliated with the Behavioral
Science Institute at Radboud University, a reputable
academic institution. The study was published in
Educational Studies, a peer-reviewed journal.
Accuracy: The study is based on a large dataset, with
surveys administered to 2,151 parents and 90 teachers
from 18 elementary schools. The statistical analysis
strengthens the reliability of the findings.
Purpose: The article investigates the effects of
transformational school leadership and teacher
invitations on parental involvement, aiming to identify
effective strategies for improving family-school
collaboration.
Purpose and Main Points
Summarize the purpose and
main points of the article.
The study explores how school leaders and teachers foster
parental involvement in elementary schools in Java, Indonesia.
The researchers hypothesized that both transformational school
leadership and teacher invitations would positively influence
parental engagement. The study found that:
Teacher invitations played a significant role in increasing
parental involvement.
Transformational leadership did not have a direct effect
on parental engagement, although it may indirectly
influence parental involvement through teacher
invitations.
Parents were more likely to be involved in school-based
activities (e.g., volunteering) when teachers actively
invited them.
Barriers such as lack of formal policies, limited
professional development, and negative assumptions
about parents affected parental involvement efforts.
Subjects or Participants
(Explain the participants of
the study.)
The study involved:
2,151 parents of children in grades 2-6 from 18
elementary schools in Java, Indonesia.
90 teachers from the same schools, each having worked
with their principal for at least a year.
ACTION RESEARCH PROPOSAL - LITERATURE EVALUATION 13
Title School efforts to promote parental involvement: the
contributions of school leaders and teachers
10 school principals (six women and four men) who
provided additional insights into school leadership
practices through interviews.
The sample represented both urban and rural schools and
included families from diverse socioeconomic backgrounds.
Variables
(What are the independent
and dependent variables in
this study?)
Independent variables:
Teacher Invitations for Parental Involvement (TIPI)
Transformational Leadership for Parental Involvement
(TLPI)
Dependent variable:
Levels of parental involvement in different school-
related activities, such as volunteering, decision-making,
and supporting learning at home.
Instruments
(Examine the instruments
used to collect data, include
any pertinent information on
the validity and reliability of
the instruments).
The study used three validated questionnaires, all based on
Epstein’s framework of parental involvement:
1. Parental Involvement Questionnaire (PIQ) – Parents
rated their involvement in six areas (e.g., volunteering,
decision-making) on a 4-point Likert scale.
2. Teacher Invitations for Parental Involvement
Questionnaire (TIPIQ) – Teachers reported how often
they invited parents to participate in school activities.
3. Transformational Leadership for Parental Involvement
Questionnaire (TLPIQ) – Teachers rated their principals’
leadership practices regarding parental engagement.
Each questionnaire had high internal consistency (Cronbach’s
alpha > 0.83), ensuring reliable measurement of engagement
factors.
Quantitative
(i.e., test scores, rating
scales, rubrics, statistics,
teacher-made tests, report
cards, attendance statistics,
attitude scales, etc.). If
quantitative instruments are
The study used quantitative methods:
Multilevel regression analyses to assess the relationship
between leadership, teacher invitations, and parental
involvement.
Likert-scale surveys to measure perceptions of leadership
effectiveness, teacher invitations, and parental
engagement.
Descriptive statistics to compare parental involvement
ACTION RESEARCH PROPOSAL - LITERATURE EVALUATION 14
Title School efforts to promote parental involvement: the
contributions of school leaders and teachers
not used in this study, please
state this in your summary of
this section.
levels across different school contexts.
Qualitative
(i.e., surveys, questionnaires,
portfolios, exhibits,
interviews, observation,
visual recordings,
photography, oral histories
or stories, journals,
anecdotal notes, researcher
journal, etc.) If qualitative
instruments are not used in
this study, please state this in
your summary of this section.
The study included qualitative elements:
Interviews with 10 school principals to provide deeper
insights into how leadership influences parental
engagement.
Open-ended responses from teachers regarding
challenges in implementing parental involvement
initiatives.
These qualitative data helped explain why transformational
leadership did not show a direct effect on parental involvement.
Intervention(s) Used in this
Study
(Summarize what was done to
improve a situation or
existing challenge that the
research addressed.)
Transformational leadership and teacher invites were examined
to see how school leaders and instructors increased parental
participation. Transformational leadership encouraged family
engagement in school policies and actions to create a welcoming
atmosphere. Teacher invites directly urged parents to contribute,
make decisions, and help with student learning at home. The
study examined rules, teacher professional development, and
school officials' reluctance to include parents.
Outcomes or Results
(Explain what kind of
evidence used to support
his/her claims – i.e. statistics,
charts, stories, historical
documents, etc.)
Transformational leadership may have influenced teachers'
engagement strategies but not parental involvement. However,
the teacher encourages family involvement in school
volunteering and decision-making. More frequent classroom
invitations encouraged parents to participate and assist their
children learn. A lack of institutional processes to facilitate
parental engagement and school officials' unwillingness to
include parents in decision-making were also observed in the
poll.
Implications
(Based on the results of the
study, what conclusions can
Instead of transformative leadership, the report advises schools
to increase teacher invitations to engage parents. Professional
development programs should also educate teachers how to
involve parents in school events. To institutionalize participation
and promote a more inclusive school culture, administrators
ACTION RESEARCH PROPOSAL - LITERATURE EVALUATION 15
Title School efforts to promote parental involvement: the
contributions of school leaders and teachers
be drawn?) should develop explicit parental involvement rules. Addressing
these characteristics may strengthen home-school connections
and help students succeed.
Relevance to Proposed
Study
Explain how the information
presented is relevant to your
action research proposal,
specifically your area of
focus and research question.
This study shows that the teacher invite greatly increase family
engagement, which is pertinent to my parent-school
collaboration research. It emphasizes organized school-family
communication, supporting my research on successful
involvement tactics. The study's results on leadership limits and
formal rules also provide light on possible problems schools
may encounter when adopting parental participation programs.
These findings will inform educational best practices for
meaningful and sustained parental participation.
Literature Evaluation Table
Table 3
Literature Evaluation Summary
Title/Author Year How will this article inform your action research
proposal? Describe the intervention(s) and/or
instruments that are relevant to the problem you are
addressing with your action research.
ACTION RESEARCH PROPOSAL - LITERATURE EVALUATION 16
Title/Author Year How will this article inform your action research
proposal? Describe the intervention(s) and/or
instruments that are relevant to the problem you are
addressing with your action research.
1 Title: We feel
connected… and
like we belong”: A
parent-led, staff-
supported model of
family engagement
in early childhood.
Author:
Christine McWayne,
Sunah Hyun,
Virginia Diez,
Jayanthi Mistry
2021 This article's analysis of parent-led, staff-supported
engagement programs, like Coffee Hours, will help my
action research project. McWayne et al. (2021) suggest
increasing parental involvement in Head Start, which is
relevant to my research. My action study analyzes how
structured, parent-led engagement activities improve
family-school relations. This article claims that
incorporating parents in school administration and
engagement activities improves trust, inclusivity, and
collaboration between educators and families. Coffee
Hours as an intervention is relevant to my research. This
idea involves casual, yet scheduled school-related
interactions led by parents with professional support. The
study found that organizing these sessions makes parents
feel more connected to the school. Collaboration with
families increases educator communication and
comprehension. This intervention provides a validated
framework for family involvement in early childhood
education, which is why I chose it. Coffee Hours will be
used in my research to examine how structured but flexible
parental involvement programs might enhance family-
school partnerships.
My data collection will also include qualitative methods
including interviews, focus groups, and participant
observations. These tools give a thorough view of
participants' perceptions and experiences for engagement
initiative evaluation. Parents, instructors, and program
administrators will be surveyed qualitatively for my
research. Parent leaders' motives, obstacles, and engaging
leadership experiences might be revealed in in-depth
interviews. Parent and instructor focus groups will identify
intervention themes, strengths, and growth areas.
Participant observations will help me understand how
Coffee Hours affect parent-teacher relationships and
school culture. Qualitative techniques offer comprehensive
intervention efficacy assessment. The leadership turnover
and language diversity study provide research concerns.
Long-term implementation is necessary because these
factors can impair engagement project sustainability. My
action research will examine how to institutionalize
parent-led school governance. Coffee hours in Parent
Committees or Policy Councils could keep workers
ACTION RESEARCH PROPOSAL - LITERATURE EVALUATION 17
Title/Author Year How will this article inform your action research
proposal? Describe the intervention(s) and/or
instruments that are relevant to the problem you are
addressing with your action research.
engaged despite turnover. Multiple languages and
culturally responsive practices can make the program more
inclusive for diverse families. The article stresses the
importance of integrating parental engagement into
education rather than supplementing it. My research will
focus on structured, parent-led engagement activities that
support educational goals and school policies. I want long-
term family-school relationships to improve student
achievem0ent and community development.
2 Title: School efforts
to promote parental
involvement: the
contributions of
school leaders and
2020 The study by Yulianti et al. (2020) provides great
information that will inform my action research plan. This
study is relevant since my research improves school-
family connections to increase parental participation.
Teacher invites and transformative leadership are specific
treatments that I can adapt and evaluate in my action
ACTION RESEARCH PROPOSAL - LITERATURE EVALUATION 18
Title/Author Year How will this article inform your action research
proposal? Describe the intervention(s) and/or
instruments that are relevant to the problem you are
addressing with your action research.
teachers
Author: Kartika
Yulianti, Eddie
Denessen, Mienke
Droop, and Gert-Jan
Veerman
study. The Parental Involvement Questionnaire (PIQ) and
Teacher Invitations for Parental Involvement
Questionnaire (TIPIQ) employed in the study are valid
tools for measuring engagement and school-based
initiative efficacy. A crucial intervention in the study is
instructor invitations to encourage parental involvement.
The study indicated that parents are more likely to provide
home- and school-based educational support when
instructors actively invite them to school activities. My
study goal is to improve parent-school collaboration
through structured engagement. This strategy can be used
in my action study to create a teacher-led outreach
program that encourages teachers to personally invite
parents to classroom activities, meetings, and school
events. Telephone invitations, handwritten letters, and
emails and texts are examples. Implementing and
assessing this plan will help me establish its impact on
parental participation and best practices for maintaining it.
Also mentioned in the essay is transformational leadership,
which involves school administrators creating a welcome
climate for parents. It was shown that transformational
leadership did not directly affect parental involvement,
although school leaders may indirectly facilitate teacher
engagement. My action study relies on this conclusion
since it emphasizes leadership's role in parental
involvement. I can examine how school administrators
affect teacher-parent interactions and how to improve
family engagement program leadership. School leaders
may receive training on parent-inclusive communication
and procedures.
Several instruments relevant to my action research were
used in the study. A structured technique for measuring
family participation and teacher outreach is the family
Involvement Questionnaire (PIQ) and Teacher Invitations
for PIQ. These established measures can be used in my
research to objectively assess intervention efficacy. I can
track parental involvement by giving them the PIQ before
and after a teacher invitation initiative. The TIPIQ can also
determine if instructors' outreach increases parent
engagement. These treatments and instruments can assist
me develop credible school parental participation
strategies for my action study. This research provides
ACTION RESEARCH PROPOSAL - LITERATURE EVALUATION 19
Title/Author Year How will this article inform your action research
proposal? Describe the intervention(s) and/or
instruments that are relevant to the problem you are
addressing with your action research.
teachers and administrators with a firm foundation for
inclusive and collaborative learning.
Relevance, Terms and Application
ACTION RESEARCH PROPOSAL - LITERATURE EVALUATION 20
References
McWayne, C., Hyun, S., Diez, V., & Mistry, J. (2021). “We feel connected… and like we
belong”: A parent-led, staff-supported model of family engagement in early childhood.
Early Childhood Education Journal, 50. https://doi.org/10.1007/s10643-021-01160-x
Yulianti, K., Denessen, E., Droop, M., & Veerman, G.-J. (2020). School efforts to promote
parental involvement: the contributions of school leaders and teachers. Educational
Studies, 48(1), 1–16. https://doi.org/10.1080/03055698.2020.1740978
