Literaturnachweis - Detailanzeige
| Autor/in | Prinz, Amanda M. |
|---|---|
| Titel | Supporting Elementary Youths Experiencing Homelessness in Public Schools |
| Quelle | (2023), (134 Seiten)
PDF als Volltext Ed.D. Dissertation, Hofstra University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-5350-3 |
| Schlagwörter | Hochschulschrift; Dissertation; Homeless People; Public Schools; Access to Education; School Personnel; Knowledge Level; Intervention; Barriers; School Policy; Teacher Role; Administrator Role; School Role; Student Needs; At Risk Students; Educational Practices |
| Abstract | Almost 1.1 million students were reported as homeless by public school systems for the 2020-2021 school year. To ensure that youths experiencing homelessness (YEH) have the support to fully experience the learning opportunities of public school, this study sought to learn how school personnel understand YEH as well as the procedures and practices schools implement to help these youths' overcome barriers. Prior research demonstrates that understanding of the policies and structures in place to aid YEH is limited, inconsistent, and varied throughout different school districts and that the role of staff and student connections are a factor in encouraging school success. Utilizing a qualitative case study approach, this study investigated the following research questions: (1) How do teachers and leaders in the case-study school districts perceive the role and the responsibilities of their school district in addressing the deficiencies faced by youths experiencing homelessness (YEH)? (2) How do teachers and leaders in the case-study school districts perceive school district policies and building-level procedures and practices as supportive of YEH in the school environment? (3) In what ways do teachers and leaders in the case-study school districts perceive school leadership responses as supporting the success of YEH within the school environment? This study found that the school as a provider as well as the responsibility of the school to provide a place of overall support and security, social and emotional health, and coping skills while providing for student's basic needs. This study also found that an area of perceived missing policies, procedures, and practices that, if in place, would support YEH, specifically communication with both staff and YEH families. Finally, this study identified themes regarding the role of school leaders in making and maintaining connections with YEH and their families, the organization of services for YEH, having a strong knowledge base of policies and resources, and ensuring consistent communication. Teacher participants spoke of a need for increased success regarding leadership communication to support YEH in a more effective manner. The findings from this comparative case study revealed more commonalities across the case study districts and amongst leaders and teachers than differences. Though key differences in approach to supporting YEH and perceived success of communication practices were found, participants expressed the perception of an all-encompassing responsibility that schools should hold for YEH including less tangible responsibilities such as mental health and emotional needs. Findings also indicated supports can become barriers if not implemented correctly. These barriers should be met with clearly structured practices and procedures that specifically address student needs and provide teachers and leaders with the resources to support YEH 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 | 2024/1/01 |
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