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It Takes a Village : = Teacher Perceptions of How Relationships and School Culture Foster Academic Resiliency in At-Risk High School Students - A Qualitative Multi-Case Study.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	It Takes a Village :/
其他題名:	Teacher Perceptions of How Relationships and School Culture Foster Academic Resiliency in At-Risk High School Students - A Qualitative Multi-Case Study.
作者:	Jackson-Dickens, Monique R.
面頁冊數:	1 online resource (216 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-08, Section: B.
Contained By:	Dissertations Abstracts International85-08B.
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9798381711677

It Takes a Village : = Teacher Perceptions of How Relationships and School Culture Foster Academic Resiliency in At-Risk High School Students - A Qualitative Multi-Case Study.
Jackson-Dickens, Monique R.

It Takes a Village :Teacher Perceptions of How Relationships and School Culture Foster Academic Resiliency in At-Risk High School Students - A Qualitative Multi-Case Study. - 1 online resource (216 pages)

Source: Dissertations Abstracts International, Volume: 85-08, Section: B.

Thesis (Ed.D.)--Concordia University Chicago, 2024.

Includes bibliographical references

Fostering academic resilience among at-risk high school students can enhance academic outcomes and facilitate entry to higher education and vocational school. The purpose of this qualitative multiple case study was to examine the perceived roles of administrators and teachers regarding academic resiliency and the efforts implemented towards increasing resiliency in high-poverty, urban public high schools struggling to increase academic achievement. To address this purpose, four research questions were devised surrounding academic resiliency. Fifteen teachers or administrators employed at schools with high-risk urban high school students completed interviews, and an additional three individuals participated in a virtual focus group. Five themes resulted from the thematic analysis of the interviews and focus groups. In Theme 1, the educators described promoting resilience by fostering relationships with students and maintaining high expectations. In Theme 2, educators described resilience as having a growth mindset to overcome obstacles and being flexible to change. Theme 3 examined why educators believe resilience to be important, namely that resilience improves children's lives and psychological health. In Theme 4, the participants' perceptions of resiliency factors currently present in their schools were examined. Finally, Theme 5 evaluated the participants' perceptions of resiliency factors absent from their schools and how additional resources would address the problem. Key evidence-based recommendations derived from these findings are provided, elucidating important mechanisms to promote resiliency among at-risk high school students.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381711677Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Academic resiliencyIndex Terms--Genre/Form:

554714
Electronic books.

It Takes a Village : = Teacher Perceptions of How Relationships and School Culture Foster Academic Resiliency in At-Risk High School Students - A Qualitative Multi-Case Study.
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