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Degree

Doctor of Philosophy in Urban Education, Cleveland State University, College of Education and Human Services, 2007.

Abstract

This study contributes to the research foundation of academic optimism (Hoy, Tarter & Woolfolk Hoy, 2006) through incorporating the following three aims: to determine the relationship between academic emphasis, collective efficacy, faculty trust in students and parents, and academic optimism; to explore the relationship of academic optimism with state student achievement and Adequate Yearly Progress (AYP) standards; and to identify the practices in schools that demonstrate academic emphasis, faculty trust in students and parents, and collective efficacy that comprise academic optimism. Qualitative and quantitative methods were utilized to collect quantitative survey data and qualitative interview data on academic emphasis, collective efficacy and faculty trust in students and parents from teachers and principals in one high and one lower performing Midwestern high school, as identified by state and federal standard mandates. This study provides an opportunity to describe how the construct of academic optimism, also linked to student achievement, translates into practice in the high school setting.

Keywords

academic optimism; collective efficacy; academic emphasis; faculty trust in students and parents; data analysis; academic achievement

Advisor

Ralph Mawdsley

Pages

177p.

Document number: csu1201035546
Permalink: http://rave.ohiolink.edu/etdc/view?acc_num=csu1201035546

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