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dc.contributor.authorMcAna, Catherine
dc.date.accessioned2019-09-25T20:41:26Z
dc.date.available2019-09-25T20:41:26Z
dc.date.issued2019-05-19
dc.identifier.urihttps://repository.tcu.edu/handle/116099117/27006
dc.description.abstractSchoolwide Positive Behavioral Interventions and Supports (SWPBIS) play a key role in student behavior in schools. In addition to SWPBIS, teachers and families can work together to form a positive partnership built on teamwork and communication. With both parties involved, the student will be able to achieve success in academics and social and emotional growth. The participants of the current study were teachers from three different elementary schools within the same school district. Authors led focus group interviews with each group of school teachers to gain current perspectives of family teacher engagement. The results found that when teachers and families established expectations early on, the partnership was easier. Constant communication is also a key role in the partnership. Teachers expressed concerns with feeling alone when addressing needs or were met with defensiveness. Teachers realize that families do not always have the resources or training they need to help their child. As a result, teachers would work to provide these families with resources.
dc.titleThe Benefits of Family-Teacher Engagement in Student Behavior
etd.degree.departmentEducation


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