Literaturnachweis - Detailanzeige
| Autor/inn/en | Beard, Karen Stansberry; Thomson, Sara I. |
|---|---|
| Titel | Breaking Barriers: District and School Administrators Engaging Family, and Community as a Key Determinant of Student Success |
| Quelle | In: Urban Education, 56 (2021) 7, S.1067-1105 (39 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Beard, Karen Stansberry) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0042-0859 |
| DOI | 10.1177/0042085920987284 |
| Schlagwörter | Family School Relationship; School Community Relationship; Administrator Attitudes; Academic Achievement; Urban Schools; School Districts; Attendance; Learner Engagement; Well Being; Obesity; Elementary School Students; Superintendents; Principals |
| Abstract | This qualitative case study explored administrators' perceptions of family and community engagement activities that enhanced student well-being and ultimately impacted academic achievement in one urban district. Template analysis of 11 semistructured interviews and observation notes employed the positive psychology well-being theoretical construct, PERMA(H). Illuminated was the administrations' focused attention to student attendance, engagement, and well-being preceded academic achievement gains. The narratives addressing identified non-academic barriers informed six key findings. The findings are supported by 19 specific administrator activities that could be useful for other urban administrators desiring to address non-academic barriers to improve academic achievement. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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