A Narrative Inquiry of How Parents Experienced Their Child’s Middle School Transition in Select Regions of Georgia

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dc.contributor.author Fernandez, Catherine
dc.coverage.spatial Georgia en_US
dc.date.accessioned 2025-05-15T16:28:07Z
dc.date.available 2025-05-15T16:28:07Z
dc.date.issued 2025-05-07
dc.identifier.other 357aaa5c-ca33-49d6-af99-25b9d490e17c en_US
dc.identifier.uri https://hdl.handle.net/10428/7418
dc.description.abstract This qualitative study chronicles the narratives of three mothers whose children transitioned from elementary to middle school. Each participant was interviewed on three occasions to capture their lived experiences in what often has been considered a tumultuous time for families. The interviews focused on the participants' experiences before, during, and after their child transitioned to middle school, created portraits of what participants felt their roles were in elementary and middle school, and identified resources the participants had available to them during the transition. Through qualitative data analysis techniques applied to the participants’ narratives, it was evident that the participants felt a lack of communication at the middle school level, experienced a sense of uncertainty regarding parental expectations in the middle school transition, and were unaware of how the middle school transition would drive their family’s daily routine. Additionally, the participants offered advice to future middle school parents and to schools to potentially improve the parental transition to middle school. The conceptual frameworks for this study were stage-environment fit theory, role exit theory, and role construction. Practical implications from this study include, but are not limited to, classroom teachers, schools, and school districts identifying the needs of their incoming middle school parents to best outfit them with the skillset needed to successfully navigate being a middle school parent. en_US
dc.format.extent 1 electronic record. PDF/A document, 215 pages, 3179017 bytes. en_US
dc.format.mimetype application/pdf en_US
dc.rights This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed. en_US
dc.subject Education en_US
dc.subject Dissertations, Academic--United States en_US
dc.subject Middle school students en_US
dc.subject Educational change en_US
dc.subject Parents--Attitudes en_US
dc.subject Parent-teacher relationships en_US
dc.subject Home and school en_US
dc.subject School environment en_US
dc.subject Role conflict en_US
dc.subject Qualitative research en_US
dc.subject Families--Psychological aspects en_US
dc.subject Georgia en_US
dc.subject Middle schools en_US
dc.title A Narrative Inquiry of How Parents Experienced Their Child’s Middle School Transition in Select Regions of Georgia en_US
dc.type Dissertation en_US
dc.contributor.department Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services en_US
dc.description.advisor Workman, Jamie
dc.description.committee Hartsell, Taralynn
dc.description.committee Paine, Deborah
dc.description.degree Ed.D. en_US
dc.description.major Curriculum, Leadership & Technology en_US


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