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Abstract
The conversation on family engagement in school has stopped short of answering questions of educators perceptions about their experiences with home visitation as a mode of strengths-based appreciative inquiry to building trust with families. The purpose of this study was to contribute to the literature on this subject by exploring teacher and educational leader interpretations of their efforts to partner with parents around the school success of their children. The overarching research question in this study was: How do teachers and school administrators perceive home visits as a family engagement strategy? Additional research questions included: (1) What do teachers learn about the students and their families while on home visits?; (2) What type of impact do teachers ascribe to home visits and does this experience in any way affect their teaching?; and (3) What are the barriers and support systems that teachers and school leaders perceive to making home visits? This qualitative research study used an interpretive case study design, grounded theory methods, and the constant comparative method of data analysis. Purposeful sampling was used to select three administrator and eight teacher participants who engaged in semi-structured face-to-face interviews and journal writing. A cross-case analysis revealed three findings of the study: (1) When teachers approach family engagement from the role of learner, they are more apt to understand families and students through a strengths-based lens; (2) Teachers who visit the homes of children they teach develop a unique bond with the children; and (3) While time remains a barrier, when family engagement occurs across various settings, teachers and parents develop relationships built on trust, communication, and care. This study makes both theoretical and practical contributions for both research and practice in the field of home-school engagement.