• About
    • Login
    View Item 
    •   Institutional Repository Home
    • Electronic Theses and Dissertations
    • Electronic Theses and Dissertations
    • View Item
    •   Institutional Repository Home
    • Electronic Theses and Dissertations
    • Electronic Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of Institutional RepositoryCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsDepartmentThis CollectionBy Issue DateAuthorsTitlesSubjectsDepartment

    My Account

    LoginRegister

    Re-Imagining School Communities: An Exploration of the Factors Influencing Teachers' Trust in Parents

    Geller, Joanna Danielle
    : https://etd.library.vanderbilt.edu/etd-11162014-143405
    http://hdl.handle.net/1803/14548
    : 2014-11-25

    Abstract

    In the past decade, a wealth of compelling research has demonstrated how trust is a critical precursor to urban school reform. This study examines the multi-level conditions and mechanisms that hinder and facilitate the development of collective faculty trust in families, in other words, the transformation of a school-wide deficit-based perspective toward families into a strengths-based perspective. Data collection occurred in two elementary schools that were labeled as “community schools” and that were part of a place-based initiative for education reform. The dataset included transcripts from 33 in-depth interviews with school staff, observation notes from an in-service professional development program, Teachers Involving Parents, and survey data regarding teachers’ opinions of their school environments. Faculty trust in families was influenced by the extent to which faculty adopted or rejected normative conceptualizations of family engagement, the emotions they experienced interacting with families, and pressures from the educational policy environment that reduced opportunities to develop trusting relationships with families. The extent to which interventions to improve collective faculty trust in families were effective depended on principal buy-in, faculty’s comfort engaging with one another through trusting and innovative dialogue, and the role construction of the community school coordinator. Implications for more effective teacher professional development on family engagement, community schools, and educational policy are discussed.
    Show full item record

    Files in this item

    Icon
    Name:
    FinalDissertationGeller.pdf
    Size:
    7.591Mb
    Format:
    PDF
    View/Open

    This item appears in the following collection(s):

    • Electronic Theses and Dissertations

    Connect with Vanderbilt Libraries

    Your Vanderbilt

    • Alumni
    • Current Students
    • Faculty & Staff
    • International Students
    • Media
    • Parents & Family
    • Prospective Students
    • Researchers
    • Sports Fans
    • Visitors & Neighbors

    Support the Jean and Alexander Heard Libraries

    Support the Library...Give Now

    Gifts to the Libraries support the learning and research needs of the entire Vanderbilt community. Learn more about giving to the Libraries.

    Become a Friend of the Libraries

    Quick Links

    • Hours
    • About
    • Employment
    • Staff Directory
    • Accessibility Services
    • Contact
    • Vanderbilt Home
    • Privacy Policy