Dissertation
Facilitating authentic parent-teacher engagement in high-poverty urban elementary schools
Doctor of Education (Ed.D.), Drexel University
Sep 2019
DOI:
https://doi.org/10.17918/q4j7-sm64
Abstract
The primary goal of this descriptive case study was to examine how the implementation of ClassDojo, as an engagement and communication tool in high-poverty urban schools, facilitated authentic parent-teacher engagement and students' motivation to learn. The examination of the perspectives of parents and teachers, gathered through teacher focus groups and parent interviews, were used to determine the impact of ClassDojo as a tool to enhance parental communication and engagement and, subsequently, student motivation in the elementary classroom. Analyzing the perspectives of parents and teachers, as well the authentic communications made through the ClassDojo messaging function, allowed for the exploration of how increased communication and engagement influenced teachers' beliefs about parent engagement within the context of systemic deficit thinking constructs that are common in urban classrooms. Several factors emerged regarding the influence a cooperative parent-teacher relationship has on the engagement of parents and the motivation of students. These relationships and the resulting dialogues help develop an educational community that is more inclusive. Recommendations emerging from this research include strategies for improving parental engagement and developing collaborative educational environments where all members feel valued within the urban elementary school.
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Details
- Title
- Facilitating authentic parent-teacher engagement in high-poverty urban elementary schools
- Creators
- Daniel William Volpetti - DU
- Contributors
- Kathleen Provinzano (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- x, 128 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 11319; 991014632223704721