Educators' and Families' Perceptions of School Connectedness and Student Success

Autor/in	Campman, Robert Wesley
Titel	Educators' and Families' Perceptions of School Connectedness and Student Success
Quelle	(2018), (166 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Delaware Valley University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4386-8927-5
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Family Attitudes; Elementary School Students; Student School Relationship; Sense of Community; Teacher Student Relationship; Family School Relationship; Academic Achievement; Resilience (Psychology); Risk; Prosocial Behavior; Educational Strategies + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Schüler-Lehrer-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung; Risiko; Lehrstrategie
Abstract	This mixed methods study sought to identify educators' and families' perceptions of connectedness and student success at the elementary school level while also identifying strategies to promote student success. Through the implementation of a modified version of the Delphi Technique, the researcher used a semi-structured interview process to question educators and families. Using the Grounded Theory, the researcher coded participants' responses and created a Likert-scale survey to support the findings through the use of frequencies and means. A panel of educational experts took the same survey; and following data compilation from all three participant groups, a focus group of those experts was convened. The experts ranked the resultant strategies according to high, medium, or low priority for implementation in the classroom. The results of this study have identified two perceived definitions of connectedness: student to teacher and family to teacher. These connections foster trust so the students' strengths, weaknesses, and social and emotional needs can more easily be addressed. Developing successful students was identified as meeting the needs of the whole child through their academics, happiness, student effort, resilience, risk taking, positive relationships, and prosocial behaviors. The study presented four categories of specific strategies which encompass connectedness for the purpose of facilitating student success. Additionally, the researcher developed a graphic to illustrate "The Building Blocks of Student Success." [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01