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Supporting Students Through School-Family-Community Partnerships

dc.contributor.authorGentry, Chris R.
dc.contributor.authorGray, Maria A.
dc.contributor.authorRoberson, Aaron
dc.date.accessioned2023-11-10T05:15:36Z
dc.date.available2023-11-10T05:15:36Z
dc.date.issued2023-08
dc.identifier.urihttp://hdl.handle.net/1803/18513
dc.descriptionLeadership and Learning in Organizations capstone project
dc.description.abstractOur partner organization, a Catholic elementary school based in Livingston, NJ, provides coeducational preschool through eighth-grade education for 234 students, many of whom live under challenging socioeconomic conditions. Over the past two years, the school leadership perceived increased student disruptive behavior and identified a lack of parent engagement and collaboration as significant impediments to addressing students’ behavioral issues. We employed a parallel mixed-method approach to data collection through parent and staff surveys, interviews, and focus groups. Our findings suggested that forming collaborative school, family, and community partnerships would improve the school climate and student success, creating the conditions for addressing student misbehavior.
dc.subjectCommunication
dc.subjectCollaboration
dc.subjectPartnerships
dc.subjectParental Engagement
dc.subjectStudent Behavior
dc.titleSupporting Students Through School-Family-Community Partnerships
dc.typethesis


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