Abstract
ABSTRACT A study of differences in the implementation of the Parent-Teacher Education Curriculum (PTEC) by four geographically and culturally diverse universities on preservice teacher (PST) learning about parent involvement has implications for teacher education practice. Participants included 1,948 PSTs from the four universities who studied and completed knowledge and attitude pre- and post-tests related to one or more PTEC module based on Epstein’s six types of parent involvement. Quantitative analysis using two-way mixed ANOVA with repeated measures showed significant changes in knowledge and attitudes towards family engagement. Qualitative study of documents exposed associated differences in implementation of PTEC at all universities. The most successful implementation involved embedding the six modules in a common online course taught to early childhood/elementary PSTs. Other successful practices included supportive field experiences, teaching cultural competence, and in-depth discussion of case studies. Findings support continued study of the effect of curriculum based on Epstein’s model.
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