Abstract

External support, such as that provided by parents, plays an important role in helping students in K-12 online education engage in their education and obtain academic success. The Academic Communities of Engagement (ACE) framework has been proposed as one way of conceptualizing the communities that support students, including the roles that parents and guardians play. Research studying parental support in online education could benefit from the structure offered from the ACE framework, but, due to the framework's novelty, it has not been widely applied in research. The first article in this thesis sought to use the ACE framework to synthesize past research on the roles parents take when they become involved in their students' online education. Results indicated that the framework has strong potential for understanding research on parental roles but that there are some roles discovered in the literature that do not fit cleanly in the framework. The second article further explored the ACE Framework's application in studying parental roles by interviewing parents in another context to understand their reported roles in supporting their students. Findings for this study further validated the usefulness of the ACE framework, but also exposed patterns in the roles not covered by the ACE framework. These patterns suggest looking at the ACE framework through a systems approach rather than an egocentric model.

Degree

College and Department

David O. McKay School of Education; Instructional Psychology and Technology

Rights

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