EdD Doctor of Education
Educational Services and Leadership
College of Education
Johnson, Ane Turner
Committee Member 1
Committee Member 2
Social Emotional Learning, family-school connections
Home and school; School administrators
Elementary and Middle and Secondary Education Administration | Elementary Education
The purpose of this qualitative, ethnographic case study was to describe the ways in which three school leaders from small, rural PreK-8 districts (less than 1,000 students) in Southern New Jersey used similar methods for fostering partnerships with families and bonds between individuals, families and schools to address social emotional learning skills and development in the early childhood setting (grades pre-kindergarten through third grade). In addition, this study examined how the organizational culture of the educational organizations reinforced or undermined the relationship between school and family partnerships and bonds. This study investigated the linkage between school leaders' experiences and social development theory and theory of family-school connections and how the norms, values and beliefs held by the schools and families created or maintained the organizational culture for partnership. This study encompassed research that suggested educational organizations, facilitated by school leaders, have their own culture and serve as a place where families become attached to, involve themselves, and construct partnerships.
DiDonato Dillon, Christina Marie, "Small places, big outcomes: An ethnographic case study on social emotional learning skills and development, organizational culture, and place-making in small, rural schools in southern New Jersey" (2020). Theses and Dissertations. 2780.