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dc.contributor.authorGlueck, Courtney Leigh
dc.date.accessioned2014-03-04T18:55:58Z
dc.date.available2014-03-04T18:55:58Z
dc.date.issued2010-08
dc.identifier.otherglueck_courtney_l_201008_ma
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/glueck_courtney_l_201008_ma
dc.identifier.urihttp://hdl.handle.net/10724/26634
dc.description.abstractA significant amount of research has investigated the importance of school-family partnerships in facilitating positive academic outcomes for students. Existing literature suggests that students are more likely to achieve positive outcomes if home and school communicate and provide children with congruent messages about learning; however, few studies have provided empirical evidence of these effects. The present study aims to increase understanding about the relationship between parent and teacher expectations and academic achievement, using data from the Education Longitudinal Study of 2002 (ELS:2002), including test scores and reports from students, parents, and teachers. Results indicated that, while congruent parent and teacher expectations contributed to positive student outcomes, the contribution was less significant than that of parent and teacher expectations alone. In addition, within an “at risk” population, significant differences in achievement were found between congruence groups. Conclusions and implications for educators and families are discussed.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectparent and teacher expectations
dc.subjectcongruence
dc.subjectsystems theory
dc.subjectacademic achievement
dc.subjectat-risk populations
dc.titleAn examination of parent and teacher expectation congruence and student outcomes
dc.typeThesis
dc.description.degreeMA
dc.description.departmentEducational Psychology and Instructional Technology
dc.description.majorEducational Psychology
dc.description.advisorAmy Reschly
dc.description.committeeAmy Reschly
dc.description.committeeStacey Neuharth-Pritchett
dc.description.committeeMichele Lease


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