A Grounded Theory Analysis of Teachers' Perceptions of No Child Left Behind and Partnership Strategies with Youth Development Organizations

Bibliographic Details
Main Author:	Frank, Molly S.
Language:	English
Published:	The Ohio State University / OhioLINK 2003
Subjects:	Social Work
Online Access:	http://rave.ohiolink.edu/etdc/view?acc_num=osu1391586454

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spelling	ndltd-OhioLink-oai-etd.ohiolink.edu-osu13915864542021-08-03T06:21:33Z A Grounded Theory Analysis of Teachers' Perceptions of No Child Left Behind and Partnership Strategies with Youth Development Organizations Frank, Molly S. Social Work The passage of the No Child Left Behind (NCLB) Act in late 2001 has led to a radical reform of education, primarily for schools with a larger proportion of low-income students. A key strategy for assisting schools in meeting the challenge of ensuring students succeed in school is a school-family-community partnership. Through these partnerships, schools can focus on academic achievement of students while parents and community organization focus on providing academic assistance and enrichment, as well as addressing the non-academic barriers to learning.This research utilized a grounded theory approach to determine the best frameworks for developing partnerships to address NCLB. Specifically, 12 teachers from two schools that serve youth attending a Boys & Girls Club were interviewed. These teachers provided key insights related to (a) knowledge and awareness of NCLB (b) knowledge of Boys & Girls Clubs and (c) perspectives on partnerships between schools and Clubs, or other youth development agencies. Findings reveal that teachers do not necessarily think in systems theory, and therefore, partnership opportunities are not on the forefront of their mind. However, teachers understand the benefits their students receive from participating in youth development organizations and are open to the idea of partnering to enhance the academic achievement of students. 2003 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1391586454 http://rave.ohiolink.edu/etdc/view?acc_num=osu1391586454 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection	NDLTD
language	English
sources	NDLTD
topic	Social Work
spellingShingle	Social Work Frank, Molly S. A Grounded Theory Analysis of Teachers' Perceptions of No Child Left Behind and Partnership Strategies with Youth Development Organizations
author	Frank, Molly S.
author_facet	Frank, Molly S.
author_sort	Frank, Molly S.
title	A Grounded Theory Analysis of Teachers' Perceptions of No Child Left Behind and Partnership Strategies with Youth Development Organizations
title_short	A Grounded Theory Analysis of Teachers' Perceptions of No Child Left Behind and Partnership Strategies with Youth Development Organizations
title_full	A Grounded Theory Analysis of Teachers' Perceptions of No Child Left Behind and Partnership Strategies with Youth Development Organizations
title_fullStr	A Grounded Theory Analysis of Teachers' Perceptions of No Child Left Behind and Partnership Strategies with Youth Development Organizations
title_full_unstemmed	A Grounded Theory Analysis of Teachers' Perceptions of No Child Left Behind and Partnership Strategies with Youth Development Organizations
title_sort	grounded theory analysis of teachers' perceptions of no child left behind and partnership strategies with youth development organizations
publisher	The Ohio State University / OhioLINK
publishDate	2003
url	http://rave.ohiolink.edu/etdc/view?acc_num=osu1391586454
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A Grounded Theory Analysis of Teachers' Perceptions of No Child Left Behind and Partnership Strategies with Youth Development Organizations

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