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Feldname	Details
Nuova numerazione	82340
Collocazione	UPS BIBL CENTR 39-B-336
Autore	STANSBERRY BEARD, K.
Titolo	Breaking barriers : district and school administrators engaging family, and community as a key determinant of student success. Parte componente di periodico
Descrizione fisica	pp. 1067-1105.
Nota generale	Estratto da: Urban Education 2021, 56, 7.
Riassunto	This qualitative case study explored administrators’ perceptions of family and community engagement activities that enhanced student well-being and ultimately impacted academic achievement in one urban district. Template analysis of 11 semistructured interviews and observation notes employed the positive psychology well-being theoretical construct, PERMA(H). Illuminated was the administrations’ focused attention to student attendance, engagement, and well-being preceded academic achievement gains. The narratives addressing identified non-academic barriers informed six key findings. The findings are supported by 19 specific administrator activities that could be useful for other urban administrators desiring to address non-academic barriers to improve academic achievement.
Tipo di documento	RICERCA.
Soggetto	USA.
	SCUOLA SECONDARIA.
	STUDENTI.
	PERCEZIONE.
	ATTIVITÀ.
	COMUNITÀ.
	TUTOR.
	GENITORI-FIGLI.
	MEDIAZIONE.
	BENESSERE.
	RENDIMENTO.
	SALUTE.
	SOCIOLOGIA URBANA.
Ambito	Sociologico
Ambito	Pedagogico
Autore Secondario	THOMSON, S.I.
Titolo correlato	Urban Education 2021, 56, 7.
Accesso online	Accesso diretto all'articolo

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