A joint project of the Graduate School, Peabody College, and the Jean & Alexander Heard Library

Title page for ETD etd-11162014-143405

Type of Document Dissertation
Author Geller, Joanna Danielle
Author's Email Address joanna.d.geller@gmail.com
URN etd-11162014-143405
Title Re-Imagining School Communities: An Exploration of the Factors Influencing Teachers' Trust in Parents
Degree PhD
Department Community Research and Action
Advisory Committee
Advisor Name Title
Maury Nation, Ph.D. Committee Chair
Claire Smrekar Committee Member
Kimberly Bess, Ph.D. Committee Member
Paul Speer, Ph.D. Committee Member
  • community schools
  • families
  • school family community partnerships
  • relationships
  • naturalistic inquiry
  • family engagement
  • parent involvement
  • social exchange
  • school climate
Date of Defense 2014-10-27
Availability unrestricted
In the past decade, a wealth of compelling research has demonstrated how trust is a critical precursor to urban school reform. This study examines the multi-level conditions and mechanisms that hinder and facilitate the development of collective faculty trust in families, in other words, the transformation of a school-wide deficit-based perspective toward families into a strengths-based perspective. Data collection occurred in two elementary schools that were labeled as “community schools” and that were part of a place-based initiative for education reform. The dataset included transcripts from 33 in-depth interviews with school staff, observation notes from an in-service professional development program, Teachers Involving Parents, and survey data regarding teachers’ opinions of their school environments. Faculty trust in families was influenced by the extent to which faculty adopted or rejected normative conceptualizations of family engagement, the emotions they experienced interacting with families, and pressures from the educational policy environment that reduced opportunities to develop trusting relationships with families. The extent to which interventions to improve collective faculty trust in families were effective depended on principal buy-in, faculty’s comfort engaging with one another through trusting and innovative dialogue, and the role construction of the community school coordinator. Implications for more effective teacher professional development on family engagement, community schools, and educational policy are discussed.
  Filename       Size       Approximate Download Time (Hours:Minutes:Seconds) 
 28.8 Modem   56K Modem   ISDN (64 Kb)   ISDN (128 Kb)   Higher-speed Access 
  FinalDissertationGeller.pdf 7.96 Mb 00:36:51 00:18:57 00:16:35 00:08:17 00:00:42

Browse All Available ETDs by ( Author | Department )

If you have more questions or technical problems, please Contact LITS.