Дисертації з теми "Family, School, Community Partnerships"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 дисертацій для дослідження на тему "Family, School, Community Partnerships".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
Galvin, John. "Partnership pedagogies : family-school-community educational partnerships in disadvantaged settings." Thesis, University of Sheffield, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521989.
Повний текст джерелаNguyen, My Ngoc T. "School-family-community partnerships for establishing a college-going culture." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527571.
Повний текст джерелаThis project examined the college-going culture at David Starr Jordan High School, an urban high school in North Long Beach, California. Drawing from two conceptual frameworks, Joyce Epstein's six elements of school-family-community partnerships and Patricia McDonough's nine elements of a college:.going culture, a new conceptual framework was developed: school-family-community partnership collegegoing culture. This new conceptual framework emphasizes the three C's: (a) communication, (b) college-information, and (c) collaboration, bridging schoolfamily- community partnerships and college-going culture.
To increase the college-going rate at David Starr Jordan High School, two community events were implemented at the school utilizing this new conceptual framework-providing a link between theory and practice. As a result, the project helped build school-family-community alliance, disseminated college information to students and families to debunk myths about college-related options, and promoted David Starr Jordan High School as a safe and caring high school.
Ortega, Erin. "Mobile Application Use to Support Family, School, and Community Partnerships." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6734.
Повний текст джерелаLong, Vida. "School, family, community partnerships creating real world context for learning in school /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Long_VMIT2010.pdf.
Повний текст джерелаPerry, Brant Patrick. "The School-Family-Community Partnership: A Superintendent's Perspective." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5492/.
Повний текст джерелаMorillo-Campbell, Milagros. "Examining School, Family, and Community Partnerships Among Hispanic Parents: An Ethnography of Transformation." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/215412.
Повний текст джерелаAydin, Nadire Gulcin. "A national study : school counselor involvement in school, family and community partnerships with linguistically diverse families." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/3254.
Повний текст джерелаFritz, Lorell C. "School-based family resource centres : the village approach, a handbook on school-community partnerships for professionals serving families /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ63978.pdf.
Повний текст джерелаFortier, Denise Marie. "Building bridges developing effective school-family-community partnerships: an evaluation of the School District of Phillips, Wisconsin, Families and Schools Together Program /." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999fortierd.pdf.
Повний текст джерелаFreitag, Jane Butenhoff. "Linking allies successful school-family-community partnerships : an evaluation of the D.C. Everest School District's Families and Schools Together Program /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003freitagj.pdf.
Повний текст джерелаMarion, Veronica D. "Improving Parental Involvement in an Inner-City Elementary School." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4652.
Повний текст джерелаWillis, Natosha Renee. "“What Happened to My Village?”: Narratives of Previously Incarcerated Black Males, Highlighting the Importance of Family, School, and Community Relationships." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1557238554333669.
Повний текст джерелаAlbaiz, Najla E. "Examining Kindergarten Teachers' Beliefs about and Implementation of School, Family, and Community Partnerships in Saudi Arabia." Thesis, The University of Alabama at Birmingham, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10787076.
Повний текст джерелаThe research examined kindergarten teachers’ beliefs and implementation of school, family, and community partnerships (SFCPs) in Riyadh City, Saudi Arabia. It used Epstein’s model of SFCPs including the following practices: parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community. Two strands were employed: the quantitative obtained teachers’ beliefs and implementation of the SFCP practices by surveying a sample of 266 teachers from 126 public kindergartens. The follow up qualitative strand included a purposeful sample of 12 teachers to explore their experiences with SFCPs within three different social and economic areas (SEAs): High, middle, and low SEAs.
Two-way Multiple Analysis of Variance (MANOVA) and chi-square tests were used to analyze teachers’ response to the survey. Thematic analysis was used to analyze teachers’ responses the follow-up interviews. The results revealed that there were no significant associations between teachers regarding to their years of experience or different teaching areas in terms of their beliefs about or implementation of SFCPs. The teachers believed that all of the six practices were important but gave slightly differences priorities to them. For the implementation of the practices, learning at home ranked the highest of the implementation, 74% of the study sample implemented this practice between once a semester to a weekly basis. For parenting and communication practices, over 50% of the sample implemented these practices between several times a semester to weekly. Collaborating with the community, volunteering, and decision-making were the lowest in implementation. More than half of the participants (49%, 60%, and 66% respectively) never implemented any of them.
The interviews analysis provided four main themes; partnerships knowledge, establishing partnerships need, partnership obstacles, and partnerships enhancement. The result showed that not all teachers acknowledged the six practices. They provided different stories to show the need (or not) of specific practices. The interviews focused on teachers’ experiences and highlighted many of the barriers that weakened the partnerships and emphasized the need to enhance these partnerships. This enhancement should be from different levels and parties, including but not limited to the teachers, co-workers, families, Ministry of Education, and the community.
Dotson-Blake, Kylie Phares. "A praxis of empowerment: Critically exploring family-school-community partnerships in Mexico and the United States." W&M ScholarWorks, 2006. https://scholarworks.wm.edu/etd/1550154052.
Повний текст джерелаEvans, Michael Pier. "Inside Education Organizing: Learning to Work for Educational Change." Thesis, Boston College, 2009. http://hdl.handle.net/2345/641.
Повний текст джерелаOver the past fifteen years there has been a growing scholarly interest in education issues among community based organizations (CBOs). Education organizing is the mobilization of parents and community members for the purpose of transforming schools and CBOs have already demonstrated their ability to impact both student outcomes and educational policy (Shirley, 1997). The Annenberg Institute found that "successful organizing strategies contributed to increased student attendance, improved standardized test score performance, higher graduation rates and college-going aspirations" (Mediratta, Shah, & McAlister, 2008 ). While an increasing number of researchers are exploring this phenomenon, we know little about the experiences of CBOs members who are engaged in this work. Utilizing a qualitative case study approach and a conceptual framework that draws from situated learning, social capital, and networking theory, this study explored the following questions as they relate to the experiences of members in three different CBOs: * What motivates families to participate in CBOs involved in education organizing? * How do members learn the work of education organizing? What skills (if any) are acquired as both individuals and as a collective, and how are they developed? * What impact (both material and personal) does participation have on CBO members' lives? Findings from this study revealed that participation in the process of education organizing has the potential to not only transform schools, but the participants themselves. Initial understandings of self-interest evolved to include broader social concerns. Members reported increases in confidence, desire, and ability to fully participate in democratic processes. The findings also indicated that the effectiveness of a CBO is related to its organizational structure, its members' capacity for learning, the types of issues that members are trying to address, and the strength of their relationships within local civic ecologies. Those groups that were able to operate in diverse networks while developing the necessary technological, political, and cultural knowledge generally met with the most success
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Cooper, Lisa. "Building home-school partnerships with parents of English language learners in a high school community| A mixed methods phenomenological study of one high school in Southern California." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3685321.
Повний текст джерелаThe purpose of this mixed methods study was to examine home-school partnerships practices between the high school community and English Language Learner (ELL) parents. More specifically, this study examined the experiences and benefits, if any, of ELL parents who participated in 1 or more of the following four ELL parent engagement practices implemented at 1 high school in Southern California during the 2009-2012 school years: 1. ELAC Parent education meetings; 2. ELL Parent Handbook; 3. ELL Parent Orientation Day; 4. ELL Guidance Counselor.
The convergent parallel mixed methods design allowed for qualitative data of parent interviews and quantitative data of student performance scores to be used in parallel, analyzed separately, and then summarized separately, looking for contradictions or relationships between the 2 data sets. A total of 7 parents participated in the interview process. The parent interview responses were coded to highlight key words and statements, forming them into emerging themes in regard to the 4 implemented parent engagement practices. The quantitative data of student performance scores on the California English Language Development Test (CELDT), Math California Standards Test (CST), and English language arts CST were compared among the students whose parents participated in 1 or more of the engagement practices to the total population of identified ELL students at this one school site during the 2009-2012 school years. The quantitative data also compared ELL student performance scores from the year prior to the implementation of the parent engagement practices.
The findings of this study support the following conclusions. Existing ELL parent engagement practices are viewed by ELL parents as valuable; however, new means need to be explored to benefit a larger number of parents. ELL parents benefit from and place higher value on practices that provide opportunities for 2-way communication. ELL parents value sharing their personal experiences with other ELL parents in support of student learning. Specifically designed ELL parent engagement practices prompted parents to communicate with their children. Lastly, parent participation in 1 or more of the 4 implemented practices may have contributed to greater student success.
Kridler, Jamie Branam, Mary R. Langenbrunner, Karen Neef, and Terry Cutshaw. "Community House Cooperative: A Model for Collaboration and Building Partnerships with Community/Government Agencies, Universities and Secondary Schools." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3486.
Повний текст джерелаVenter, Nicolaas van Loggenberg. "Parental involvement in learning at rural multi-grade schools in South Africa: a school, community and family partnership programme." Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1983.
Повний текст джерелаParental involvement in rural multigrade schools in South Africa is poor. This is mainly due to a lack of support for and insufficient knowledge regarding the development of a programme that would increase parental involvement at rural multigrade schools in South Africa. The context of multigrade education in South Africa reflects the reality of a lack of parental involvement. South African rural multigrade education is beset by a variety of internal and external challenges which have a detrimental effect on effective parental involvement. However, in the rural multigrade school context, parents have untapped potential that needs to be identified and acted upon in order to empower parents; this could provide the rural marginalised children with meaningful access to quality education. Research has proved that parental involvement has a positive effect on the quality of education. According to research, the six types of parental involvement are parenting, communicating, volunteering, learning at home, decision-making and collaborating with the community. In this study the focus was on involving parents in learning and allowing them to become active partners in education. To increase parental involvement in learning at rural multigrade schools in South Africa, an intervention was needed. This intervention came in the form of a school, community and family partnership programme. The core elements of a school, community and family partnership programme (SCAF partnership programme) were the creation of partnerships and communication channels between the school, community and family, as well as the utilisation of existing community resources. These core elements had a specific focus on learning. This study used Bourdieu's (1986) theory on capital and Epstein's (1995) theory of overlapping spheres of influence. The purpose of this study was to determine the characteristics of an effective school, community and family partnership programme that would increase parental involvement in learning at rural multigrade schools in South Africa. Design-based research was employed in order to design, develop and test the proposed programme. Research was conducted in two phases. During the preliminary phase, a needs and content analysis, review of literature, and the development of a conceptual or theoretical framework for the study were conducted. This was followed by a prototyping phase which is an iterative design phase consisting of iterations, each being a micro-cycle of research with formative evaluation as the most important research activity, and which is aimed at improving and refining the intervention. Summative evaluation was conducted during the prototype phase in order to determine whether the solution or intervention met the pre-determined specifications. Data gathered during this study indicated: 1. The SCAF partnership programme can increase parental involvement in learning at rural multigrade schools if certain product and process characteristics are active. 2. The SCAF partnership programme allows utilising school, home and community capital through interaction and collaboration to increase parental involvement in learning. 3. A SCAF partnership programme should focus on learning through creating partnerships and opportunities for communication, and utilising community resources. 4. A SCAF partnership programme should be employed through a specific process. 5. Design research offers an appropriate and powerful approach to design, develop and implement a SCAF partnership programme that increases parental involvement in learning at rural multigrade schools. Keywords: Parental involvement, Parents, Design Research, Rural multigrade schools, Rural multigrade education
Henry, Lynette M. "Just Love| A Collaborative Evaluation of a Faith-Based School-Family-Community Partnership Through the Voices of the Children." Thesis, University of South Florida, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3633108.
Повний текст джерелаFaith-based school-family-community partnerships have been a federal mandate over the past decade, yet little has been written about the outcomes of these faith-based partnerships. A need exists to understand if the potential in these faith-based partnerships is indeed realized in positive outcomes for students and schools. The purpose of this study was to evaluate a faith-based school-family-community partnership, Just Love. Just Love is a faith-based school-family-community partnership between a large suburban church and a Title 1, urban elementary school, Charisma Elementary School (Charisma ES), implemented in what is considered a "failing school". Just Love's purpose was to have the volunteers from the church provide love, care, supportive adult relationships and service to the teachers, students, and parents of Charisma ES through a comprehensive, systemic program: Just Mentor (i.e., a school-based mentoring program), Just Connect (i.e., a classroom adoption program), and Just Rewards (i.e., a school wide student incentives/rewards and parent involvement program). The Bryan and Henry (2012) School-Family-Community Partnership Process Model was used in developing Just Love.
The Model for Collaborative Evaluations (MCE) was used in this evaluation to actively engage stakeholders during the evaluation process and to answer the evaluation questions. A mixed methods research design was used. Differences in student outcomes (i.e. academic, behavior and attendance) were examined between Charisma ES and another matching school without a faith-based school-family-community partnership were analyzed with descriptive statistics, paired T-tests, and mixed ANOVAs. Student outcomes were also investigated relevant to different aspects of the Just Love programs including adopted classrooms compared to non-adopted classrooms and mentored students compared to non-mentored students.
In addition, this study gave 20 children (i.e., mentees) who had experienced all aspects of the Just Love programs an opportunity to share their perceived satisfactions, experiences, challenges and recommendations regarding Just Love through the method of photo elicitation including picture selection and interviews. The transcribed data from the interviews and the pictures used in the photo-elicitation process were analyzed using thematic analysis with a focus on capturing the voices of the students.
Student outcome data were collected for three years from 2010-2013, with 2009 as a baseline year. The findings from the quantitative aspect of this study revealed that students in Charisma ES made significantly greater gains in reading than students in Joseph ES following the implementation of the partnership. Further, number of disciplinary referrals decreased dramatically at Charisma ES in contrast to Joseph ES whose disciplinary referrals increased. Attendance rates differed significantly between the two schools with students in Joseph Elementary School having higher attendance rates than students in Charisma Elementary School.
On average, both adopted and non-adopted classes made gains in reading in each of the three years although adopted classes appeared to have higher reading scores in 2011-2012 than non-adopted classes. The average number of disciplinary referrals per class was lower for adopted classes than for non-adopted classes in 2011-2012, one academic year after the Just Love partnership program was implemented. Concerning attendance, there were no significant differences in attendance rates between students in adopted and non-adopted classes at Charisma ES.
Mentored students at Charisma made significant improvements in reading. They also had a dramatically lower average number of disciplinary referrals than non-mentored students in 2012-2013, just two years after the Just Love partnership was implemented. When compared to non-mentored students, mentored students had significantly higher attendance than non-mentored students in 2011-2012, just one year after the Just Love partnership began. Further, attendance appeared to have a positive relation to the number of years students were mentored.
Findings from the qualitative aspect of this study were captured using thematic analysis of the children's perceived satisfactions, experiences, challenges and recommendations concerning Just Love. The six categories that emerged from the data were (a) perceptions of Just Love, (b) positive feelings, (c) positive relationships and connectedness, (d) classroom and school climate, (e) experiences, and (f) support and resources. Each of these categories comprised a number of themes that aligned with identified protective factors and developmental assets necessary for the resiliency of and successful outcomes for children.
Taken together, the findings reveal that Just Love, a faith-based school-family-community partnership contributed to improved student outcomes in reading achievement, behavior and attendance and provided important protective factors and developmental assets for the children in Charisma ES. The Just Love partnership program presents a viable model for schools, school districts, and faith-based and community organizations that have a desire to foster resilience in children at-risk, generate positive academic, behavior, and attendance outcomes for children and decrease the chances of children growing up and developing risky behaviors. Implications for practice, training, evaluation, policy, and future research are discussed. (Abstract shortened by UMI.)
Hile, David Lee Hile. "Parent Experiences and Student Outcomes in the READY! for Kindergarten Program: A Mixed Methods Bounded Case Study." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1531732208202651.
Повний текст джерелаBradley, Faye Covington. "The Impact of Parental Involvement on the Reading Achievement of Fourth Grade African American Males in the Tidewater Region of Virginia." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26885.
Повний текст джерелаEd. D.
Adamson, Anne. "Family-school partnerships in urban elementary school." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0008/MQ52499.pdf.
Повний текст джерелаRichmond, Heather Jardine. "Community and family literacy partnerships in New Brunswick." Thesis, University of Nottingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299559.
Повний текст джерелаReilly, James Michael. "Leadership Practices that Affect Student Achievement: Family and Community Partnerships." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107957.
Повний текст джерелаIt is widely accepted that school leadership has both a direct and indirect impact on student achievement. Hitt and Tucker’s (2016) Unified Leadership Framework summarized a decade of work by numerous researchers identifying the five most effective leadership domains that influence student learning. Using that work as a conceptual framework, this qualitative case study analyzed one of the five interdependent leadership domains in an urban elementary school that succeeded in educating traditionally marginalized students and outperformed other schools with similar demographics in the district. This study focused on Hitt and Tucker’s (2016) leadership domain of connecting with external partners. Specifically, it examined whether leadership practices that supported family and community partnerships were present at the school. Family and community partnerships are important because they support two essential, yet frequently overlooked, contexts where student learning and development take place. In addition, this study examined whether school leadership practices promoted these partnerships in a culturally proficient manner. This analysis was informed by the culturally responsive school leadership (CRSL) framework, which describes principal behaviors that promote cultural responsiveness in urban settings. Several leadership practices that supported the criteria established by Hitt and Tucker (2016) under the domain of connecting with external partners were evident at the school, including: building productive relationships with families and the community; engaging families in collaborative processes to strengthen student learning; and anchoring the school in the community. However, leadership practices promoting family and community partnerships did not fully support a finding of being a culturally proficient school culture. This finding was primarily based on a “one size fits all” approach to working with students and families, which has been described in the literature as “cultural blindness”. Recommendations to practitioners as a result of this study include expanding informal opportunities for parent input and engagement, conducting an equity audit, and pursuing cultural proficiency professional development
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Paugh, Mary Jo. "Predictors of successful school/business partnerships." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1382636456.
Повний текст джерелаTashi, Sonam. "School-community partnerships: Bhutanese principals' impact on community involvement in schools." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/233666/1/Sonam_Tashi_Thesis.pdf.
Повний текст джерелаMcAnuff-Gumbs, Michelle. "Understanding teachers' attitudes toward barriers to family-school partnerships." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1135974372.
Повний текст джерелаOlusegun, Rachael Adebola. "Managing family-school partnerships in Gauteng secondary township schools." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80499.
Повний текст джерелаDissertation (MEd)--University of Pretoria 2020.
Education Management and Policy Studies
MEd
Unrestricted
Lynch, Jill C. "Community as Difficult Labor: Building Sustainable School-University Partnerships." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392383645.
Повний текст джерелаCalvert-Bertrand, Denise. "New site administrators' perceptions of their role in school community partnerships." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3591390.
Повний текст джерелаThis study's purpose was to investigate new site administrators' perceptions of the term community involvement, of their role to engage the local community members as partners in their school, their preparation and support to work with their communities, and their challenges on-the-job with community engagement. This study also examined new site administrators' perceptions and needs to better understand what tools are necessary to help them create thriving community partnerships.
Thirty new site administrators across 4 counties of Southern California participated in a semi-structured 45-minute interview. All were employed less than 4 years and represented the gender, age and ethnic diversity of these counties. These individuals initially responded that parents were the community, not noting businesses, churches, health and the many other entities that surround and should be involved in school life. Each stated in some fashion that the role of the site administrator was to interface with the community beyond the site faculty and staff. All perceived that their academic preparation lacked any knowledge and skills to work with parents and the community although that is 1 of 6 required components for an administrative license in California. In addition, none indicated formal on-the-job professional development opportunities; 2 in the same district mentioned superintendent support of community involvement.
The first year administrators shared their sense of feeling overwhelmed in their new leadership position for a school staff and the myriad of policies/procedures. New site administrators in their second–fourth years commented on the struggle to find time to deal with community partnerships, the lack of district support, and limitations created by policies/procedures.
The respondents expressed interest in working with community groups, noting the many benefits to the school. All suggested ways that school districts, counties, colleges, department of education, professional associations, accrediting agencies, and policymakers could provide required training in the knowledge and skills to develop sustaining community partnerships.
Pak, Vicheth. "Understanding rural parent-school-community partnerships in Cambodia: practices, communications andrerceptions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50178726.
Повний текст джерелаpublished_or_final_version
Education
Master
Master of Education
Hogue, Myrna Lee. "A Case Study of Perspectives on Building School and Community Partnerships." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4076.
Повний текст джерелаTucker, Linda Cavazos. "School and Community Partnerships: Effect on At-risk Elementary Student Populations." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822807/.
Повний текст джерелаMcDermott-Fasy, Cara E. "Family-School Partnerships in Special Education: A Narrative Study of Parental Experiences." Thesis, Boston College, 2009. http://hdl.handle.net/2345/918.
Повний текст джерелаImproving educational outcomes for students with disabilities remains a challenge for professionals in the field of special education. With the passage of NCLB and IDEA 2004 has come the recommendation to establish higher standards for educational productivity for these students. This call to action seems warranted, especially in light of recent findings published in a report by the U.S. Department of Education (2002) entitled A New Era: Revitalizing Special Education for Children and Their Families . The report suggests that students with disabilities drop-out of high school at twice the rate of their peers and higher education enrollment rates for students with disabilities are 50 percent lower than rates for the general population. Recent literature indicates that improving educational outcomes for students with disabilities depends in large part on creating constructive partnerships between their families and schools. The present study contributes to the knowledge base on partnership-making by investigating family-school partnerships in special education from the perspective of parents. This study utilized the qualitative methodology known as narrative inquiry to investigate the following research questions: 1. What stories do parents tell regarding their personal experiences with the special education process? 2. What do these stories tell us about the family's perspective of family-school partnerships in special education? 3. What can we learn from these stories that might translate into effective policy and practice in schools? Findings from interviews with fourteen parents of students receiving special education services indicated that they were concerned about issues of teacher effectiveness, honesty and trust, and their role in securing services for their children. Knowledge derived from their experiences offer suggestions for schools, institutions of higher education, and future researchers
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Eagle, Jean F. "Realizing Shared Potential Through School/University Partnerships: Enhanced Opportunities in the Learning Community." Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1133190714.
Повний текст джерелаTitle from second page of PDF document. Document formatted into pages; contains [2], iv, 177 p. Includes bibliographical references (p. 170-174).
Adams, Trevor. "Developing partnerships between people with dementia, their informal family carers and community psychiatric nurses." Thesis, University of Surrey, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390581.
Повний текст джерелаSeobi, Seago Martha. "The voices of rural school youth on Higher Education community engagement partnerships." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62906.
Повний текст джерелаDissertation (MEd)--University of Pretoria, 2017.
Educational Psychology
MEd
Unrestricted
Huddle, Christelle. "Educational pathways to resilience in rural school partnerships." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45890.
Повний текст джерелаMini-dissertation (MEd)--University of Pretoria, 2014.
tm2015
Educational Psychology
MEd
Unrestricted
Kamara, Martha Sombo. "Indigenous female educational leaders in Northern Territory remote community schools: Issues in negotiating school community partnerships." Thesis, Australian Catholic University, 2009. https://acuresearchbank.acu.edu.au/download/747417cbd4145faf5d3557179daa58dc69339949ca80d988e5ed776c180bb19c/1024975/64940_downloaded_stream_165.pdf.
Повний текст джерелаKoch, Cornella. "Love Spoken Here: Exploring the Experience of One Primary School with a School/Community Partnerships Program." Thesis, Australian Catholic University, 2017. https://acuresearchbank.acu.edu.au/download/d555c87eb9c06e3b76b00c0ed31efe4b30f60a5f98f3bfc8bf3dd705120a18f5/3678353/KOCH_2017_Love_spoken_here_exploring_the__experience.pdf.
Повний текст джерелаRiley, Michael W. "Belonging in Parent-School Partnerships| Perspectives of Parents of Middle School Students with Autism." Thesis, University of South Florida, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665199.
Повний текст джерелаThe goal of this study is to contribute to understandings of parent-school relationships involving parents of students with autism by exploring notions of belonging with a small group of parents. The purpose of the study is to describe the experiences of middle school parents of children with autism. From these descriptions, I examined how parents of students with autism might contribute to understandings of belonging in school-family partnerships and enable schools and families to collaborate more effectively. This study addresses an apparent gap in understandings of belonging of parents of children with autism in their relationships with their child's school. As parents are asked to make connections with their children's school in parent-school partnerships, understandings of those connections are vital to generating and sustaining meaningful and effective relationships between parents and schools. This study uses thick descriptive methods (Geetz, 1973) to examine the phenomenon of belonging in parent-school partnerships among a small group of parents of middle school children with autism. The experiences of the parents in this study suggest that parents of middle school students with autism seek a sense of belonging in their relationships with those they work with regarding their children's schooling. This study also suggests that a sense of belonging may be an essential element of effective parent-school partnerships.
Riley, Michael Wayne. "Belonging in Parent-School Partnerships: Perspectives of Parents of Middle School Students with Autism." Scholar Commons, 2002. https://scholarcommons.usf.edu/etd/5390.
Повний текст джерелаVaughan, Ritchie Catherine. "Group Analysis of Collaborative Conservation Partnerships." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/76805.
Повний текст джерелаMaster of Science
Gaines, Michael L. "A Study of an Inter-Institutional Partnership between an Urban Community College and an Urban Public School District." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1335550341.
Повний текст джерелаStillwell, Marla C. "Cultivating Partnerships Between Community Leaders and Service Agencies to Provide Support for Military Families." UKnowledge, 2015. http://uknowledge.uky.edu/hes_etds/22.
Повний текст джерелаEubanks, Kari. "The Relationship of School-Community Partnerships with ACT Benchmark Scores in Rural Tennessee Schools." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3334.
Повний текст джерелаManning, Jessica Brooke. "An examination of collaborative training methods among participants in the Family Child Care Partnerships Program." Auburn, Ala., 2007. http://repo.lib.auburn.edu/07M%20Theses/MANNING_JESSICA_1.pdf.
Повний текст джерелаNickels, Lindsay K. "Stakeholders' Perceptions of Community Engagement in a System-Wide Educational Change Effort: Implications for Building Partnerships." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2131.
Повний текст джерелаTanner, Kylie. "Concepts in parental participation in childhood education: Building family-school partnerships to nurture positive youth outcomes." Thesis, Tanner, Kylie (2014) Concepts in parental participation in childhood education: Building family-school partnerships to nurture positive youth outcomes. Masters by Coursework thesis, Murdoch University, 2014. https://researchrepository.murdoch.edu.au/id/eprint/25304/.
Повний текст джерелаBoyles, Emily Tolley. "Principals' Role in Fostering School-Family Partnerships: Improving the Achievement of Students Living in Poverty within Rural Appalachia." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97127.
Повний текст джерелаDoctor of Education
Authentic and effective family engagement requires a high commitment from the school principal. This study is a representation of the researcher's effort to better understand how principals can form strong school-family relationships in order to improve overall achievement for economically disadvantaged students living in rural communities. The researcher completed interviews with six elementary school principals serving Title I schools within rural Appalachia. This research should provide practitioners with effective strategies for reflecting on their own strategies and to build relationships with families to ultimately improve the overall achievement for students experiencing economic distress.