Building Trust Through Community-Based Research

• In Event: Roundtable Session 79
  In Roundtable Session: Promoting Family, School, and Community Partnerships

Abstract

Abstract
This community-based research project (CBR) represents collaborative efforts by public school personnel, university faculty, and undergraduate students to examine trust development in schools with low parent involvement. The coordinator of a parent involvement program, 11 parent support specialists (PSS) who administered the program in primary and intermediate schools, and 24 randomly selected teachers, who participated in the program, were interviewed. Observations were also done in 22 of the teachers’ classrooms. Findings indicated that each school’s culture varied across a continuum of trust levels, which strongly influenced the parent/teacher relational outcomes in the buildings. After the study ended, the PSS team applied these results to their own practice, which positively affected building climate the following year.

Authors

• Joyce Fleck Long, No Parent Left Behind, Inc.

• Jeana Caminiti, University of Notre Dame

• Kelly Elizabeth Lemberger, University of Notre Dame

• RikkiLynn London, Indiana University - South Bend

• Kelly Weber, entered convent

• Samantha Reich, University of Notre Dame

• Nora Kenney, University of Notre Dame