Teacher perceptions of the effects of parental shiftwork on student performance, development, and behavior: Implications for school leaders

Persistent Link:
http://hdl.handle.net/10150/280307
Title:
Teacher perceptions of the effects of parental shiftwork on student performance, development, and behavior: Implications for school leaders
Author:
Menges, Suzanne T.
Issue Date:
2003
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study researched the impact of parental shiftwork schedules on the performance, behavior, and development of middle-school students as seen through the eyes of their teachers. Located in a company-owned town in southeastern Arizona, the study focused on the experiences of middle-school teachers by asking them to consider and reflect on their observations of middle-school students in terms of the shiftwork schedule their parents worked. The teachers were also asked to respond to questions regarding what they had done in their own classrooms and what school leaders could do to lessen these impacts. By analyzing their responses, conclusions may be drawn as to the extent of these impacts, their variability and scope, and their implications for school leaders.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Administration.; Education, Guidance and Counseling.; Education, Secondary.
Degree Name:
Ed.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Education
Degree Grantor:
University of Arizona
Advisor:
Bosworth, Kris

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleTeacher perceptions of the effects of parental shiftwork on student performance, development, and behavior: Implications for school leadersen_US
dc.creatorMenges, Suzanne T.en_US
dc.contributor.authorMenges, Suzanne T.en_US
dc.date.issued2003en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study researched the impact of parental shiftwork schedules on the performance, behavior, and development of middle-school students as seen through the eyes of their teachers. Located in a company-owned town in southeastern Arizona, the study focused on the experiences of middle-school teachers by asking them to consider and reflect on their observations of middle-school students in terms of the shiftwork schedule their parents worked. The teachers were also asked to respond to questions regarding what they had done in their own classrooms and what school leaders could do to lessen these impacts. By analyzing their responses, conclusions may be drawn as to the extent of these impacts, their variability and scope, and their implications for school leaders.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Administration.en_US
dc.subjectEducation, Guidance and Counseling.en_US
dc.subjectEducation, Secondary.en_US
thesis.degree.nameEd.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorBosworth, Krisen_US
dc.identifier.proquest3089988en_US
dc.identifier.bibrecord.b44425089en_US
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