{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/97127"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/97127","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Principals' Role in Fostering School-Family Partnerships: Improving the Achievement of Students Living in Poverty within Rural Appalachia","abstract":"Authentic and effective family engagement requires a high commitment from the school principal. This study is a representation of the researcher's effort to better understand how principals can form strong school-family relationships in order to improve overall achievement for economically disadvantaged students living in rural communities. Interview data were examined pertaining to six elementary school principals serving Title I schools within rural Appalachia. Data were analyzed to identify strategies practicing principals and policy makers can use to better strengthen school-family relationships. The findings focus on the principals' role in fostering and improving these relationships. As an educator in a high-poverty school system in rural southwest Virginia, I want to add to the literature research-based strategies for implementing family engagement strategies in elementary schools within rural communities. This research should provide practitioners with effective strategies for reflecting on their own strategies and to build relationships with families to ultimately improve the overall achievement for students experiencing economic distress.","abstract_html":"Authentic and effective family engagement requires a high commitment from the school principal. This study is a representation of the researcher's effort to better understand how principals can form strong school-family relationships in order to improve overall achievement for economically disadvantaged students living in rural communities. Interview data were examined pertaining to six elementary school principals serving Title I schools within rural Appalachia. Data were analyzed to identify strategies practicing principals and policy makers can use to better strengthen school-family relationships. The findings focus on the principals' role in fostering and improving these relationships. As an educator in a high-poverty school system in rural southwest Virginia, I want to add to the literature research-based strategies for implementing family engagement strategies in elementary schools within rural communities. This research should provide practitioners with effective strategies for reflecting on their own strategies and to build relationships with families to ultimately improve the overall achievement for students experiencing economic distress.","abstract_has_math":false,"creators":["Boyles, Emily Tolley"],"institution":"Virginia Tech","degree_name":"Doctor of Education","degree_level":"doctoral","degree_discipline":"Educational Leadership and Policy Studies","degree_department":"Counselor Education","school":null,"contributors":[],"advisors":[],"committee_chairs":["Mullen, Carol Ann"],"committee_members":["Cash, Carol S.","Price, Ted S.","Azano, Amy Price"],"year":2020,"date_issued":"2020-03-03","date_published":"2020-03-03","updated_at":"2026-07-22T22:18:55Z","subjects":["principal","family-school partnership","rural","poverty"],"languages":["en"],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:24113"],"render_values":[{"text":"vt_gsexam:24113","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/97127","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Mullen, Carol Ann"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Cash, Carol S.","Price, Ted S.","Azano, Amy Price"]},{"key":"dc:contributor.department","label":"Department","values":["Counselor Education"]},{"key":"dc:creator","label":"Author","values":["Boyles, Emily Tolley"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2020-03-04T09:00:49Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-04T09:00:49Z"]},{"key":"dc:date.issued","label":"Date","values":["2020-03-03"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["principal","family-school partnership","rural","poverty"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:24113"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/97127"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Authentic and effective family engagement requires a high commitment from the school principal. This study is a representation of the researcher's effort to better understand how principals can form strong school-family relationships in order to improve overall achievement for economically disadvantaged students living in rural communities. Interview data were examined pertaining to six elementary school principals serving Title I schools within rural Appalachia. Data were analyzed to identify strategies practicing principals and policy makers can use to better strengthen school-family relationships. The findings focus on the principals' role in fostering and improving these relationships. As an educator in a high-poverty school system in rural southwest Virginia, I want to add to the literature research-based strategies for implementing family engagement strategies in elementary schools within rural communities. This research should provide practitioners with effective strategies for reflecting on their own strategies and to build relationships with families to ultimately improve the overall achievement for students experiencing economic distress."]},{"key":"dc:description.abstractgeneral","label":"General Abstract","values":["Authentic and effective family engagement requires a high commitment from the school principal. This study is a representation of the researcher's effort to better understand how principals can form strong school-family relationships in order to improve overall achievement for economically disadvantaged students living in rural communities. The researcher completed interviews with six elementary school principals serving Title I schools within rural Appalachia. This research should provide practitioners with effective strategies for reflecting on their own strategies and to build relationships with families to ultimately improve the overall achievement for students experiencing economic distress."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Doctor of Education"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["Principals' Role in Fostering School-Family Partnerships: Improving the Achievement of Students Living in Poverty within Rural Appalachia"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Mullen, Carol Ann"],"dc:contributor.committeemember":["Cash, Carol S.","Price, Ted S.","Azano, Amy Price"],"dc:contributor.department":["Counselor Education"],"dc:creator":["Boyles, Emily Tolley"],"dc:date.accessioned":["2020-03-04T09:00:49Z"],"dc:date.available":["2020-03-04T09:00:49Z"],"dc:date.issued":["2020-03-03"],"dc:description.abstract":["Authentic and effective family engagement requires a high commitment from the school principal. This study is a representation of the researcher's effort to better understand how principals can form strong school-family relationships in order to improve overall achievement for economically disadvantaged students living in rural communities. Interview data were examined pertaining to six elementary school principals serving Title I schools within rural Appalachia. Data were analyzed to identify strategies practicing principals and policy makers can use to better strengthen school-family relationships. The findings focus on the principals' role in fostering and improving these relationships. As an educator in a high-poverty school system in rural southwest Virginia, I want to add to the literature research-based strategies for implementing family engagement strategies in elementary schools within rural communities. This research should provide practitioners with effective strategies for reflecting on their own strategies and to build relationships with families to ultimately improve the overall achievement for students experiencing economic distress."],"dc:description.abstractgeneral":["Authentic and effective family engagement requires a high commitment from the school principal. This study is a representation of the researcher's effort to better understand how principals can form strong school-family relationships in order to improve overall achievement for economically disadvantaged students living in rural communities. The researcher completed interviews with six elementary school principals serving Title I schools within rural Appalachia. This research should provide practitioners with effective strategies for reflecting on their own strategies and to build relationships with families to ultimately improve the overall achievement for students experiencing economic distress."],"dc:description.degree":["Doctor of Education"],"dc:format.medium":["ETD"],"dc:identifier.other":["vt_gsexam:24113"],"dc:identifier.uri":["http://hdl.handle.net/10919/97127"],"dc:language.iso":["en"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["principal","family-school partnership","rural","poverty"],"dc:title":["Principals' Role in Fostering School-Family Partnerships: Improving the Achievement of Students Living in Poverty within Rural Appalachia"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Education"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:18:55Z"}