dc.contributor.author	Hendley, Sheila	en_US
dc.coverage.spatial	Southeast Georgia	en_US
dc.coverage.temporal	2000-2001	en_US
dc.date.accessioned	2009-09-18T15:55:25Z	en_US
dc.date.accessioned	2009-09-30T15:58:16Z	en_US
dc.date.accessioned	2011-03-02T17:29:17Z
dc.date.available	2009-09-18T15:55:25Z	en_US
dc.date.available	2009-09-30T15:58:16Z	en_US
dc.date.available	2011-03-02T17:29:17Z
dc.date.issued	2001-12	en_US
dc.identifier.uri	http://hdl.handle.net/10428/132	en_US
dc.description.abstract	A study that included forty-eight participants from a small rural middle school was conducted to determine the effects of technology on parent and guardian attitudes about their involvement in school. Interventions included a school web page and weekly school newsletters. Pretest/Posttest research design was implemented and both interventions were evaluated. Three profiles - importance, productivity and comfort were studied. Posttest participants who utilized a school web page had more positive attitudes for all three profiles than either pretest participants or newsletter recipients. Changes in types of technology use as well as frequency of technology use were reported. Newsletter recipients reported improved attitudes about the productivity of their involvement but attitudes regarding comfort and importance declined.	en_US
dc.language.iso	en_US	en_US
dc.subject	Technology	en_US
dc.subject	Attitudes	en_US
dc.subject	School web page	en_US
dc.title	Parental Involvement and Student Achievement: Could Technology Play A Role?	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Brovey, Andrew J.	en_US
dc.description.committee	Schmertzing, Lorraine C.	en_US
dc.description.committee	Leader, Lars F.	en_US
dc.description.degree	Ed. S.	en_US
dc.description.major	Instructional Technology	en_US