Westerfield, Sarah
(2020)
Improving Family-Professional Partnerships through Active Listening Training.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
Although family-professional partnerships have a substantial positive impact on student progress and development, there still is a considerable need for educators to work on building and maintaining these relationships. Education professionals continue to discuss the need for training in building partnerships with families. Effective trainings for pre-service teachers in communication may be a key component to develop these skills in future educators. Active listening has been shown to have an important role in effective communication and may be the first step to building strong family-professional partnerships. This study presents a systematic literature review examining how active listening trainings have been conducted in college programs. Eight studies met inclusion criteria for further analysis and discussion. The results demonstrated significant effects and suggest active listening skills can be a potentially effective intervention to address communication barriers. However, the quality of the research base limits the overall confidence in the findings. To address prior limitations in the research, the following study utilized a pretest – posttest design to examine participant’s active listening steps achieved before and after an active listening training. Findings yielded statistically significant effects in pretest and posttest results. In addition, social validity measures showed family members of individuals with disabilities noticed a positive difference between individuals who did and did not receive the training. The research discusses the implications of results and future research.
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Details
| Item Type: |
University of Pittsburgh ETD
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| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
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| Date: |
2 September 2020 |
| Date Type: |
Publication |
| Defense Date: |
29 May 2020 |
| Approval Date: |
2 September 2020 |
| Submission Date: |
14 July 2020 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
80 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Instruction and Learning |
| Degree: |
PhD - Doctor of Philosophy |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
active listening
family-professional partnerships
collaboration
autism
trainings
effective communication |
| Date Deposited: |
02 Sep 2020 15:58 |
| Last Modified: |
02 Sep 2020 15:58 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/39359 |
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