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The influence of perceived collectiv...

Acevedo, Annette Z.

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The influence of perceived collective efficacy beliefs on student achievement: Increasing social-emotional factors to improve school culture and student success.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The influence of perceived collective efficacy beliefs on student achievement: Increasing social-emotional factors to improve school culture and student success./
Author:	Acevedo, Annette Z.
Description:	282 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-01, Section: A, page: 0115.
Contained By:	Dissertation Abstracts International71-01A.
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3388988
ISBN:	9781109548518

The influence of perceived collective efficacy beliefs on student achievement: Increasing social-emotional factors to improve school culture and student success.
Acevedo, Annette Z.

The influence of perceived collective efficacy beliefs on student achievement: Increasing social-emotional factors to improve school culture and student success. - 282 p.

Source: Dissertation Abstracts International, Volume: 71-01, Section: A, page: 0115.

Thesis (Ed.D.)--Roosevelt University, 2009.

One of the mot important challenges in education currently is how to identify the actions taken by effective schools to diminish the negative aspects of socioeconomic status and other factors associated with at-risk students. While studies have examined organizational structures and practices taken by teachers and school leaders to close the achievement gap, few have focused on both the systemic elements of school effectiveness and social-emotional factors that establish a foundation for improved school culture and student achievement.

ISBN: 9781109548518Subjects--Topical Terms:

1035576
Education, Leadership.

The influence of perceived collective efficacy beliefs on student achievement: Increasing social-emotional factors to improve school culture and student success.
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020 $a 9781109548518
035 $a (UMI)AAI3388988
035 $a AAI3388988
040 $a UMI $c UMI
100 1 $a Acevedo, Annette Z. $3 1669362
245 1 4 $a The influence of perceived collective efficacy beliefs on student achievement: Increasing social-emotional factors to improve school culture and student success.
300 $a 282 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-01, Section: A, page: 0115.
500 $a Adviser: Teryl ann Rosch.
502 $a Thesis (Ed.D.)--Roosevelt University, 2009.
520 $a One of the mot important challenges in education currently is how to identify the actions taken by effective schools to diminish the negative aspects of socioeconomic status and other factors associated with at-risk students. While studies have examined organizational structures and practices taken by teachers and school leaders to close the achievement gap, few have focused on both the systemic elements of school effectiveness and social-emotional factors that establish a foundation for improved school culture and student achievement.
520 $a This study developed a conceptual framework based on theoretical constructs described in research on effective schools and on studies related to the role of social-emotional factors on student success. To refine the model, this mixed study used multiple perspectives to describe the practices employed at an elementary school to improve student performance. The specific questions guiding the study were: (1) What systemic elements need to be in place in a school to establish a foundation for improved student achievement, and (2) How do teachers ensure that mechanisms of resiliency, hope, and a belief system of high expectations lead to greater student achievement and success?
520 $a The results of this study suggest clearly that establishing specific school structures, along with emphasizing simultaneous social-emotional factors, produced combined processes that affected school culture positively and led to improved student academic outcomes. More specifically, the study provides an understanding of the enabling structures and processes that led to perceived collective efficacy, including the influence of capable leadership and concrete actions that leaders can take to promote a culture where all students are capable of success---no exceptions!
590 $a School code: 1137.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, School Administration. $3 1669346
650 4 $a Education, Educational Psychology. $3 1017560
690 $a 0449
690 $a 0461
690 $a 0525
710 2 $a Roosevelt University. $b Educational Leadership. $3 1669363
773 0 $t Dissertation Abstracts International $g 71-01A.
790 1 0 $a Rosch, Teryl ann, $e advisor
790 1 0 $a King, Kenneth P. $e committee member
790 1 0 $a Bonner, Barbara $e committee member
790 $a 1137
791 $a Ed.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3388988