Perceptions of Elementary Teachers towards the Effectiveness of Community Resources for Reducing Achievement Gap

Autor/in	Adams, Carl
Titel	Perceptions of Elementary Teachers towards the Effectiveness of Community Resources for Reducing Achievement Gap
Quelle	(2020), (119 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Nova Southeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-3955-5
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Teacher Attitudes; Community Resources; Achievement Gap; School Community Relationship; Partnerships in Education; Academic Achievement; Disadvantaged Schools; Elementary Schools; Community Involvement; Florida + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Hochschulpartnerschaft; Schulleistung
Abstract	Studies indicate that school-community partnerships have positive impacts on the learners and reducing the educational achievement gap is one of the identified benefits. This study sought to examine the development of educational partnerships from the perspective of the teachers. The researcher assumed that teachers play a significant role in the formation and continuation of the partnerships, thereby influencing their success. Consequently, this study sought to explore teachers' experiences with educational partnerships regarding improving academic performance and reducing achievement gaps. The study used purposeful sampling to select 7 teachers from Title I Elementary school in Central Florida. The school was targeted as a case study because it had just adopted the community-school approach. The primary data collection method that was employed was semi-structured interviews. The collected data was then coded to identify emergent themes. The responses revealed 10 emergent themes, (1) creation of a strong community, (2) provision of essential services, (3) cooperation, (4) active involvement and cooperation, (5) increased support, (6) improved relationships, (7) increase in roles that need new skills, (8) participation, (9) funding, and (10) advocacy. Effective partnership strategies, as described in the literature, were observed, and participants also expressed awareness of such approaches. Moreover, the impact of school-community partnerships in improving student achievement was also noted, as described in the literature. Recommendations for future research and local practice are offered to enhance the knowledge available to the stakeholders as they seek to identify ways to help students and improve their neighborhoods. Nevertheless, due to the unique circumstances of every community, the recommendations should be considered in terms of their application and appropriateness towards enhancing school-community partnerships. [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	2024/1/01