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dc.contributor.authorGlueck, Courtney Leigh
dc.date.accessioned2014-03-04T21:12:28Z
dc.date.available2014-03-04T21:12:28Z
dc.date.issued2013-08
dc.identifier.otherglueck_courtney_l_201308_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/glueck_courtney_l_201308_phd
dc.identifier.urihttp://hdl.handle.net/10724/29049
dc.description.abstractThe current study explores the construct of congruence, specifically with regard to school-family collaboration and partnerships. Chapter 1 serves as an introduction and review of the literature pertinent to this area of research. In Chapter 2, authors define congruence, discuss its role in creating and maintaining effective school-family partnerships, and critically review common approaches to measuring congruence and similar constructs. Although the evidence presented illuminates the methodological challenges inherent in congruence research and measurement, and the most commonly used methods to date suffer from substantial shortcomings, several modern approaches are discussed which offer promise for researchers interested in congruence. Applying the information presented and conclusions reached in Chapter 2, Chapter 3 presents an empirical examination of the impact of parent and teacher expectations and congruence in expectations on student achievement and other outcomes, using data from the Educational Longitudinal Study of 2002 (ELS:2002). As expected, parent and teacher expectations were significant predictors of student achievement and future outcomes, whereas findings related to congruence yielded mixed results. Finally, authors review conclusions from both studies in Chapter 4, along with implications for families, practitioners, and researchers. In addition, limitations of the studies presented here are discussed and directions for future research are presented.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectcongruence
dc.subjectschool-family partnerships
dc.subjectacademic achievement
dc.subjectcongruence measurement
dc.subjectparent and teacher expectations
dc.titleMeasuring parent-teacher expectation congruence and examining student outcomes
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentEducational Psychology and Instructional Technology
dc.description.majorSchool Psychology
dc.description.advisorAmy Reschly
dc.description.committeeAmy Reschly
dc.description.committeeStacey Neuharth-Pritchett
dc.description.committeeMichele Lease
dc.description.committeeScott Ardoin


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