عنوان

A Problem Based Learning Project Investigating School-Home Partnership in Missouri Schools Serving a High Concentration of Students Living in Poverty

Number

TLpq2417554122

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

A Problem Based Learning Project Investigating School-Home Partnership in Missouri Schools Serving a High Concentration of Students Living in Poverty

General Material Designation

[Thesis]

First Statement of Responsibility

Copeland, Matthew

Subsequent Statement of Responsibility

Lyon, Sally Beth

Name of Publisher, Distributor, etc.

Saint Louis University

Date of Publication, Distribution, etc.

2020

Specific Material Designation and Extent of Item

231

Dissertation or thesis details and type of degree

Ed.D.

Body granting the degree

Saint Louis University

Text preceding or following the note

2020

Text of Note

Historically, a link has been shown between students with low socioeconomic status (SES) and low academic performance in school. McLoyd (1998) found the following: Family-level poverty, low socioeconomic status, and residence in less economically advantaged neighborhoods each independently predict lower scores on tests of intelligence and cognitive functioning, lower levels of school achievement, and increased levels of socio-emotional problems, controlling for various parent and family characteristics (p. 198). Research has shown that an increase in school-home partnerships can increase academic performance in all students, including those living in poverty (Henderson & Mapp, 2002). When increases in parent, family, and community involvement occur at school, increases in academic achievement also occur, regardless of family income, family background, or race (Jeynes, 2003). Research has also shown that the quality of leadership helps meet the expectations of investors, customers, and employees (Smallwood, Ulrich, & Sweetman, 2008) and that both school building and school district leaders can have an important effect on the achievement of students in poverty (Chenoweth, 2015; Chenoweth, 2010; Dufour, Lopez, & Muhammad, 2006). Although there is a negative correlation between student poverty and academic achievement, school leaders can positively impact the achievement of students in poverty. Schools should have programs in place to encourage a strong home-school partnership, especially with those families in poverty who may have obstacles in their way for these kinds of connections. Therefore, the problem this team investigated is how school leaders can ensure that all staff are involved in creating and providing opportunities to involve all families in the education of their children, especially families living in poverty.

Educational leadership

Secondary education

Copeland, Matthew

Lyon, Sally Beth

Electronic name

p

[Thesis]

276903

a

Y