This study is a program evaluation of AGA Middle School’s current school culture as it relates to being either a student-centered culture or an adult-centered culture. Following the analysis of the program evaluation, this study also set out to gather the voices of the students of AGA Middle School in order to determine the positive relationship building strategies and characteristics that teachers whom have positive relationships with students have in common. Employing a mixed methodology of survey data along with individual student interviews from each grade level (six through eight), this study found that the current school culture committee, the PATH committee, lacked student voice and student input. However, the study also uncovered that many teachers were in fact incorporating student voice and positive student-teacher relationship building skills within their own classrooms. Ultimately, the recommendations provided as a result of this study include a structure for incorporating student voice into the previously adult-centered school culture, along with a student derived set of positive student-teacher relationship building strategies and characteristics.
","abstract_html":"<p>This study is a program evaluation of AGA Middle School’s current school culture as it relates to being either a student-centered culture or an adult-centered culture. Following the analysis of the program evaluation, this study also set out to gather the voices of the students of AGA Middle School in order to determine the positive relationship building strategies and characteristics that teachers whom have positive relationships with students have in common. Employing a mixed methodology of survey data along with individual student interviews from each grade level (six through eight), this study found that the current school culture committee, the PATH committee, lacked student voice and student input. However, the study also uncovered that many teachers were in fact incorporating student voice and positive student-teacher relationship building skills within their own classrooms. Ultimately, the recommendations provided as a result of this study include a structure for incorporating student voice into the previously adult-centered school culture, along with a student derived set of positive student-teacher relationship building strategies and characteristics.</p>","abstract_has_math":false,"creators":["Lupo, Dominick M"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Elizabeth Minor","James Fitzpatrick","Mike Lubelfeld"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-12-01T08:00:00Z","date_published":"2019-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:57Z","subjects":["Student Teacher Relationships","School Culture","Student Voice","Incorporating Student Voice","Positive Student Teacher Relationships","Positive School Culture","Improve Student Teacher Relationships","Student Centered","Curriculum and Social Inquiry","Educational Leadership","Educational Methods"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/438","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Elizabeth Minor","James Fitzpatrick","Mike Lubelfeld"]},{"key":"dc:creator","label":"Author","values":["Lupo, Dominick M"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-04-14T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Student Teacher Relationships","School Culture","Student Voice","Incorporating Student Voice","Positive Student Teacher Relationships","Positive School Culture","Improve Student Teacher Relationships","Student Centered","Curriculum and Social Inquiry","Educational Leadership","Educational Methods"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/438"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study is a program evaluation of AGA Middle School’s current school culture as it relates to being either a student-centered culture or an adult-centered culture. Following the analysis of the program evaluation, this study also set out to gather the voices of the students of AGA Middle School in order to determine the positive relationship building strategies and characteristics that teachers whom have positive relationships with students have in common. Employing a mixed methodology of survey data along with individual student interviews from each grade level (six through eight), this study found that the current school culture committee, the PATH committee, lacked student voice and student input. However, the study also uncovered that many teachers were in fact incorporating student voice and positive student-teacher relationship building skills within their own classrooms. Ultimately, the recommendations provided as a result of this study include a structure for incorporating student voice into the previously adult-centered school culture, along with a student derived set of positive student-teacher relationship building strategies and characteristics.
"]},{"key":"dc:title","label":"Title","values":["Students As The Golden Resource: Incorporating Student Voice Into Overall School Culture"]}]}],"canonical_facts":{"dc:contributor":["Elizabeth Minor","James Fitzpatrick","Mike Lubelfeld"],"dc:creator":["Lupo, Dominick M"],"dc:date.available":["2020-04-14T07:00:00Z"],"dc:description.abstract":["This study is a program evaluation of AGA Middle School’s current school culture as it relates to being either a student-centered culture or an adult-centered culture. Following the analysis of the program evaluation, this study also set out to gather the voices of the students of AGA Middle School in order to determine the positive relationship building strategies and characteristics that teachers whom have positive relationships with students have in common. Employing a mixed methodology of survey data along with individual student interviews from each grade level (six through eight), this study found that the current school culture committee, the PATH committee, lacked student voice and student input. However, the study also uncovered that many teachers were in fact incorporating student voice and positive student-teacher relationship building skills within their own classrooms. Ultimately, the recommendations provided as a result of this study include a structure for incorporating student voice into the previously adult-centered school culture, along with a student derived set of positive student-teacher relationship building strategies and characteristics.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/438"],"dc:subject":["Student Teacher Relationships","School Culture","Student Voice","Incorporating Student Voice","Positive Student Teacher Relationships","Positive School Culture","Improve Student Teacher Relationships","Student Centered","Curriculum and Social Inquiry","Educational Leadership","Educational Methods"],"dc:title":["Students As The Golden Resource: Incorporating Student Voice Into Overall School Culture"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:57Z"}