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ERIC Number: ED547231
Record Type: Non-Journal
Publication Date: 2012
Pages: 91
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-4059-1
ISSN: N/A
Increasing Student Achievement and Improving Self-Esteem through a Community Building Intervention
Lupo, Concetta M.
ProQuest LLC, Ed.D. Dissertation, Capella University
This study focused on improving students' self-esteem through community building at an elementary school in a low socioeconomic community where over 55% of the students live below the poverty line. Orefield and Yun state in their 1999 article, "Resegregation of America's schools," "school level poverty is related to many variables that affect a school's overall chance at successfully educating students" (p. 3), and these many variables negatively impact the self-efficacy of the children. According to Bandura's 1996 article in "Child Development," multifaceted impact of self-efficacy on academic functioning, self-efficacy beliefs positively or negatively touch every aspect of people's lives. It impacts their motivation, how they face problems, and the decisions they make. Current research shows that high-performing, high-poverty schools are successful because they have a strong sense of community and belonging, hold high expectations for all students, and subscribe to the notion that schools can and do make a difference in student outcomes. This action science research study was designed to focus on improving the self-efficacy beliefs for the children at the research site with the hope of increasing their academic achievement. Specifically, this study attempted to answer the questions: to what extent does the implementation of a community building intervention affect the self-efficacy of students and to what extent will the implementation of a community building intervention affect student achievement. The results were surprising: rather than supporting a positive connection, the study brought out the idea that overindulging students may actually do them a disservice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A