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Association Among Select Conditions ...

Petties, Cederrall,

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Association Among Select Conditions for Learning at the School Level, Academic Attainment, and Academic Growth in Reading /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Association Among Select Conditions for Learning at the School Level, Academic Attainment, and Academic Growth in Reading // Cederrall Petties.
Author:	Petties, Cederrall,
Description:	1 electronic resource (162 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30312692
ISBN:	9798379726874

Association Among Select Conditions for Learning at the School Level, Academic Attainment, and Academic Growth in Reading /
Petties, Cederrall,

Association Among Select Conditions for Learning at the School Level, Academic Attainment, and Academic Growth in Reading /Cederrall Petties. - 1 electronic resource (162 pages)

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

INTRODUCTION: School climate data are provided to Illinois schools to help educators foster a school culture that ensures healthy social-emotional development for all students, including those with low social-economic status, disabilities, and a dominant language that is not English.OBJECTIVE: This study aimed to determine the relationship between reading attainment and growth and school climate. METHODS: This exploratory correlational study investigated the association between school reading attainment and growth data and school climate data.RESULTS: Highlight findings of the study revealed that schools with a high percent of low SES students and students with IEPs showed that 66% of the measures, parent involvement, and parent-teacher trust, were associated with reading attainment at a p<.01 level. Schools with a high percent of ELLs showed 100% of the measures; parent influence, parent involvement, and parent-teacher trust were associated with reading attainment at a p< .01 level. CONCLUSION: This study reviewed the literature on optimizing school climate to enhance reading achievement for all students. Further investigation is needed to determine the impact of implementing policies and practices utilizing self-determination theory to improve the conditions for learning with elements of the Involved Families essential to increase reading achievement for all students.

English

ISBN: 9798379726874Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Parent engagement

Association Among Select Conditions for Learning at the School Level, Academic Attainment, and Academic Growth in Reading /
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245 1 0 $a Association Among Select Conditions for Learning at the School Level, Academic Attainment, and Academic Growth in Reading / $c Cederrall Petties.
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300 $a 1 electronic resource (162 pages)
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500 $a Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
500 $a Advisors: Roberts, Patrick Committee members: Summers, Kelly; Tonks, Stephen.
502 $b Ed.D. $c Northern Illinois University $d 2023.
520 $a INTRODUCTION: School climate data are provided to Illinois schools to help educators foster a school culture that ensures healthy social-emotional development for all students, including those with low social-economic status, disabilities, and a dominant language that is not English.OBJECTIVE: This study aimed to determine the relationship between reading attainment and growth and school climate. METHODS: This exploratory correlational study investigated the association between school reading attainment and growth data and school climate data.RESULTS: Highlight findings of the study revealed that schools with a high percent of low SES students and students with IEPs showed that 66% of the measures, parent involvement, and parent-teacher trust, were associated with reading attainment at a p<.01 level. Schools with a high percent of ELLs showed 100% of the measures; parent influence, parent involvement, and parent-teacher trust were associated with reading attainment at a p< .01 level. CONCLUSION: This study reviewed the literature on optimizing school climate to enhance reading achievement for all students. Further investigation is needed to determine the impact of implementing policies and practices utilizing self-determination theory to improve the conditions for learning with elements of the Involved Families essential to increase reading achievement for all students.
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590 $a School code: 0162
650 4 $a Educational leadership. $3 529436
650 4 $a Educational psychology. $3 517650
650 4 $a Educational philosophy. $3 3173367
653 $a Parent engagement
653 $a Reading achievement
653 $a School climate
653 $a Self-determination theory
653 $a Student motivation
653 $a Student sub-groups
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710 2 $a Northern Illinois University. $b Leadership, Educational Psychology and Foundations. $e degree granting institution. $3 3826747
720 1 $a Roberts, Patrick $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 84-12A.
790 $a 0162
791 $a Ed.D.
792 $a 2023
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