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THE EFFECTS OF PEER HELPING ON PARTICIPANTS' PERCEPTIONS
OF SCHOOL CLIMATE, SCHOOL CONNECTEDNESS,
AND SCHOOL VIOLENCE
by
Michael A. Salce
________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2007
Copyright 2007 Michael A. Salce
Object Description
| Title | The effects of peer helping on participants' perceptions of school climate, school connectedness, and school violence |
| Author | Salce, Michael A. |
| Author email | salce@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2006-09-06 |
| Restricted until | Unrestricted |
| Advisor (committee chair) | Sundt, Melora A. |
| Advisor (committee member) |
Astor, Ron Lew, Carol |
| Abstract | This mixed-methods study was intended to further the understanding of the effects of Peer Helping programs on participants, specifically their perceptions of the variables of school connectedness, school climate, and school violence. A total of 36 high school students from an urban area of Los Angeles County participated. Students that participated in the Peer Helping program facilitated by the school were the experimental group (n = 18), and those students that were interviewed but not chosen to participate in the program were the control group (n = 18). Survey data collected at two different time-points, and focus group data collected at the completion of the school year, compared students' perceptions comparing school year 2004-05 to school year 2005-06 on the variables of school connectedness, school climate, and school violence. Results indicated that students that served as peer helpers to their school (experimental group), made evident statistically significant positive changes in both school connectedness and school climate when compared to the control group. Confirmatory focus group data indicated that students in the experimental group found that their collaborative working relationships with school staff made a significant impact on their perceptions of the school. The students' service to the school and their fellow classmates also contributed to the peer helpers' sense of connection to the school including school staff. This was in contrast to the control group that viewed their relationships with teachers and administrators more negatively and perceived their opportunity to connect with the school community limited. Schools would benefit from creating opportunities for students to take part in a more meaningful role within the school community.; This study highlights that peer helper's welcome genuine responsibility and research on school violence indicates that a comprehensive school violence prevention plan must include viewing students as collaborators in creating safer schools. |
| Keyword | school connectedness; peer helping; school climate; school violence |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m275 |
| Rights | Salce, Michael A. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Salce-20070215 |
| Archival file | uscthesesreloadpub_Volume40/etd-Salce-20070215.pdf |
Description
| Title | Page 1 |
| Full text | THE EFFECTS OF PEER HELPING ON PARTICIPANTS' PERCEPTIONS OF SCHOOL CLIMATE, SCHOOL CONNECTEDNESS, AND SCHOOL VIOLENCE by Michael A. Salce ________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2007 Copyright 2007 Michael A. Salce |
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