東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The perceived influence of divergent...

Lasater, Kara A.

Linked to FindBook

Google Book

Amazon

博客來

The perceived influence of divergent parent and teacher perceptions of student abilities on students and the establishment of effective family-school partnerships.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The perceived influence of divergent parent and teacher perceptions of student abilities on students and the establishment of effective family-school partnerships./
Author:	Lasater, Kara A.
Description:	188 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
Contained By:	Dissertation Abstracts International74-08A(E).
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3559627
ISBN:	9781303048876

The perceived influence of divergent parent and teacher perceptions of student abilities on students and the establishment of effective family-school partnerships.
Lasater, Kara A.

The perceived influence of divergent parent and teacher perceptions of student abilities on students and the establishment of effective family-school partnerships. - 188 p.

Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.

Thesis (Ed.D.)--University of Arkansas, 2013.

The purpose of this phenomenological study was to describe the essence of parent, teacher, and student experiences when parent and teacher perceptions of student abilities diverge; of particular importance was the perceived influence of these divergent accounts on students and the establishment of effective family-school partnerships. This purpose was achieved through a qualitative investigation of parent, teacher, and student experiences when parent and teacher perceptions of student abilities diverge. Analysis of data collected from 10 in-depth interviews with students, parents, and teachers revealed five themes and one subtheme related to discrepant parent and teacher perceptions of student abilities. These themes included: family-school partnership qualities, impressionability of student attitudes, failure to resolve conflicts, challenging parents, and lack of teacher training. Communication was included as a subtheme of family-school partnership qualities. Exploration of these themes described the overall essence of participant experiences. Participants identified family-school partnership qualities that are consistent with those presented in the literature, but they lacked agreement on the qualities of family-school partnerships considered most important. Participants also desired improved communication between parents and teachers, and they recognized several aspects of communication that could improve family-school partnerships. Participants identified the impressionability of student attitudes and the failure to resolve conflicts as perceived outcomes of the conflict. Additionally, participants believed that demanding and disengaged parents presented additional challenges to partnership development, and teacher participants reported that they were not adequately trained to foster family-school partnerships. The experiences of parents, teachers, and students in this study provided insights that could help educators and parents build family-school partnerships that withstand conflict.

ISBN: 9781303048876Subjects--Topical Terms:

1035576
Education, Leadership.

The perceived influence of divergent parent and teacher perceptions of student abilities on students and the establishment of effective family-school partnerships.
LDR:02985nam a2200277 4500 001 1962341
005 20140805141049.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303048876
035 $a (MiAaPQ)AAI3559627
035 $a AAI3559627
040 $a MiAaPQ $c MiAaPQ
100 1 $a Lasater, Kara A. $3 2098404
245 1 4 $a The perceived influence of divergent parent and teacher perceptions of student abilities on students and the establishment of effective family-school partnerships.
300 $a 188 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
500 $a Adviser: John Pijanowski.
502 $a Thesis (Ed.D.)--University of Arkansas, 2013.
520 $a The purpose of this phenomenological study was to describe the essence of parent, teacher, and student experiences when parent and teacher perceptions of student abilities diverge; of particular importance was the perceived influence of these divergent accounts on students and the establishment of effective family-school partnerships. This purpose was achieved through a qualitative investigation of parent, teacher, and student experiences when parent and teacher perceptions of student abilities diverge. Analysis of data collected from 10 in-depth interviews with students, parents, and teachers revealed five themes and one subtheme related to discrepant parent and teacher perceptions of student abilities. These themes included: family-school partnership qualities, impressionability of student attitudes, failure to resolve conflicts, challenging parents, and lack of teacher training. Communication was included as a subtheme of family-school partnership qualities. Exploration of these themes described the overall essence of participant experiences. Participants identified family-school partnership qualities that are consistent with those presented in the literature, but they lacked agreement on the qualities of family-school partnerships considered most important. Participants also desired improved communication between parents and teachers, and they recognized several aspects of communication that could improve family-school partnerships. Participants identified the impressionability of student attitudes and the failure to resolve conflicts as perceived outcomes of the conflict. Additionally, participants believed that demanding and disengaged parents presented additional challenges to partnership development, and teacher participants reported that they were not adequately trained to foster family-school partnerships. The experiences of parents, teachers, and students in this study provided insights that could help educators and parents build family-school partnerships that withstand conflict.
590 $a School code: 0011.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Teacher Training. $3 783747
690 $a 0449
690 $a 0530
710 2 $a University of Arkansas. $b Curriculum & Instruction. $3 2095142
773 0 $t Dissertation Abstracts International $g 74-08A(E).
790 $a 0011
791 $a Ed.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3559627