A Phenomenology of Teacher and Parent Perceptions of the Characteristics of Effective Schools: Working toward a Shared Vision

Autor/in	Sroufe, William David
Titel	A Phenomenology of Teacher and Parent Perceptions of the Characteristics of Effective Schools: Working toward a Shared Vision
Quelle	(2013), (131 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3031-3095-3
Schlagwörter	Hochschulschrift; Dissertation; Phenomenology; Teacher Attitudes; Parent Attitudes; School Effectiveness; Institutional Characteristics; Elementary School Teachers; Parents; Rural Schools; Family School Relationship; Parent Participation; Expectation; Instructional Leadership; School Safety; Virginia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Phenomenological psychology; Phänomenologie; Psychologie; Lehrerverhalten; Elternverhalten; Schuleffizienz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Eltern; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elternmitwirkung; Expectancy; Erwartung; Instruction; Leadership; Bildung; Erziehung; Führung
Abstract	Research conducted at schools that have outperformed their counterparts points to specific characteristics that make them successful. These characteristics brought about the development of the effective schools correlates by Ronald Edmonds (1979). Various people from across the United States and in various occupations perceive these correlates differently (Sorenson, Goldsmith, Mendez, & Maxwell, 2011). Effective school research focuses school improvement on the variables that are within the control of educators and have the greatest potential to impact student achievement (Vaughn, Gill, & Sherman, 2009). Research surrounding effective schools concentrates on the seven effective school correlates: (a) clear school mission, (b) high expectations for success, (c) instructional leadership, (d) frequent monitoring of student progress, (e) student time on task and an opportunity to learn, (f) safe and orderly environment, and (g) home-school relations (Berdsell & Sudlow, 1996). In this study, I questioned teachers and parents at elementary schools in rural Virginia using open-ended questions about the perceived effectiveness of schools. The study found that the perceptions of parents and teachers were both similar and different, depending upon their perspective. Five themes emerged from the research a) communication, good home-to-school relationship; (b) parental involvement; (c) high expectations; (d) instructional leadership; and (e) school safety. All five themes correspond with existing correlates of effective schools. This study was intended to help start a dialogue between parents and teachers about the importance of the correlates of effective schools. [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