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dc.contributor.authorConstantino, Steven M.en
dc.date.accessioned2014-03-14T20:10:31Zen
dc.date.available2014-03-14T20:10:31Zen
dc.date.issued2002-04-12en
dc.identifier.otheretd-04232002-111244en
dc.identifier.urihttp://hdl.handle.net/10919/27155en
dc.description.abstractA review of research concludes that a high proportion of high school students are disengaged from their learning and that the adolescent peer culture demeans academic success. Parents are just as disengaged from school as their children. The overall guiding question for this study was: How do high school students vary their engagement with school when influenced by the interaction of family involvement practices and peer relationships? Subordinate questions were: (a) Do high school family involvement programs influence individual student engagement? (b) What is the ability of high school instructional and noninstructional programs to positively influence student engagement practices? and, (c) What effects do parental influences have over the relationship between individual students and their peers. The research methodology used in this study was a case study analysis of 20 high school students at a large, comprehensive high school. An analysis of in-depth interviews and a review of available documents were the preliminary methods of investigation. Results indicate that the varied engagement practices of high school students are not directly affected by overlapping influences of peers, family, and school, but that these overlapping influences are a catalyst for five forces for engagement that emerge from these intricate relationships.en
dc.publisherVirginia Techen
dc.relation.haspartConstantinoelec.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectPeer Relationshipsen
dc.subjectParent Involvementen
dc.subjectStudent Engagementen
dc.titleHigh School Student Perspectives on the Interaction Between Family Involvement and Peer Relationships on Their Own School Engagement Practicesen
dc.typeDissertationen
dc.contributor.departmentEducational Leadership and Policy Studiesen
dc.description.degreeEd. D.en
thesis.degree.nameDoctor of Educationen
thesis.degree.leveldoctoralen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
dc.contributor.committeechairParson, Stephen R.en
dc.contributor.committeememberKrill, Cecelia W.en
dc.contributor.committeememberWiita, Teresa C.en
dc.contributor.committeememberMapp, Karenen
dc.contributor.committeememberCrockett, Jean B.en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-04232002-111244/en
dc.date.sdate2002-04-23en
dc.date.rdate2003-04-24en
dc.date.adate2002-04-24en


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