School Connectedness: Comparing Students with Emotional and Behavioral Disorders to Their General Education Peers

Autor/in	Marsh, Robert Jordon
Titel	School Connectedness: Comparing Students with Emotional and Behavioral Disorders to Their General Education Peers
Quelle	(2016), (262 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Nevada, Las Vegas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-8817-7
Schlagwörter	Hochschulschrift; Dissertation; Comparative Analysis; Emotional Disturbances; Behavior Disorders; General Education; Student School Relationship; Peer Relationship; Elementary School Students; Middle School Students; High School Students; Questionnaires; Urban Schools; Statistical Analysis; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Gefühlsstörung; Allgemein bildendes Schulwesen; Allgemeinbildung; Schüler-Lehrer-Beziehung; Peer-Beziehungen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Fragebogen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Statistische Analyse; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	School connectedness is the extent to which a student feels that adults and peers on their school campus care about their behavioral and academic success as well as their overall wellbeing. School connectedness is comprised of four factors: (a) bonding, (b) attachment, (c) engagement, and (d) climate. Students with emotional and behavioral disorders (EBD) may experience difficulty with developing high levels of school connectedness, which may lead to engagement in health-risk behaviors. The purpose of this study was to determine the levels of school connectedness of students with EBD and compare them to the levels of their general education peers. A school connectedness questionnaire was created for this study and participants were recruited from elementary, middle, and high schools in a large urban school district. A total of 136 students aged 8 to 18 completed the questionnaire. The results of the analysis of variance indicated that of the four factors of school connectedness, students with EBD reported significantly lower levels of school bonding than did their general education peers. Students with EBD reported lower levels of school attachment and engagement, but these results were not significant. Students with EBD also reported higher levels of school climate than did their general education peers. The results indicate that students with EBD experience school differently than their general education peers, especially in terms of school bonding. These findings have implications for teacher education. Teacher education programs should include coursework outlining the development of positive teacher-student relationships as well as coursework to develop the skills needed to teach students with EBD to develop their own positive relationships with their peers. It is through the development of meaningful positive relationships that the outcomes for students with EBD will be improved. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01