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Beyond Behavior Management: Exploring the Role of ClassDojo in Parent-Teacher Relationships

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Title: Beyond Behavior Management: Exploring the Role of ClassDojo in Parent-Teacher Relationships
Language: English
Authors: Vincent Cho, Sergio D. Barragán, Sofia Dueñas
Source: School Community Journal. 2025 35(2):113-140.
Availability: Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Peer Reviewed: Y
Page Count: 28
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Educational Technology, Classroom Techniques, Parent Teacher Cooperation, Parent School Relationship, Teacher Attitudes, Parent Attitudes, Family Involvement, Parent Student Relationship, Interpersonal Communication, Computer Oriented Programs, Technology Uses in Education, Elementary School Teachers, Middle School Teachers
ISSN: 1059-308X
1059-308X
Abstract: ClassDojo is one of the most widely used educational apps in the U.S. Once traditionally seen as a tool for classroom management, its newer communication features--direct messaging, social media-style posts, and instant translation--raise questions about the app's potential to build relationships between the school and home. This qualitative study draws on interviews with teachers and parents to explore how ClassDojo's features are perceived as supporting involvement, engagement, and building relationships. Guided by media richness theory and family engagement frameworks, our findings show that ClassDojo's communication features can potentially enable rich, personalized, and equitable connections between families and schools. These insights contribute to emerging literature on sociotechnical change in schools and highlight how apps such as ClassDojo can be leveraged to build relational trust, foster meaningful family-school relationships, and offer more equitable dialogue across languages.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489775
Database: ERIC
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  Data: Beyond Behavior Management: Exploring the Role of ClassDojo in Parent-Teacher Relationships
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  Data: <searchLink fieldCode="AR" term="%22Vincent+Cho%22">Vincent Cho</searchLink><br /><searchLink fieldCode="AR" term="%22Sergio+D%2E+Barragán%22">Sergio D. Barragán</searchLink><br /><searchLink fieldCode="AR" term="%22Sofia+Dueñas%22">Sofia Dueñas</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School+Community+Journal%22"><i>School Community Journal</i></searchLink>. 2025 35(2):113-140.
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  Data: Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
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  Data: 1059-308X<br />1059-308X
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  Data: ClassDojo is one of the most widely used educational apps in the U.S. Once traditionally seen as a tool for classroom management, its newer communication features--direct messaging, social media-style posts, and instant translation--raise questions about the app's potential to build relationships between the school and home. This qualitative study draws on interviews with teachers and parents to explore how ClassDojo's features are perceived as supporting involvement, engagement, and building relationships. Guided by media richness theory and family engagement frameworks, our findings show that ClassDojo's communication features can potentially enable rich, personalized, and equitable connections between families and schools. These insights contribute to emerging literature on sociotechnical change in schools and highlight how apps such as ClassDojo can be leveraged to build relational trust, foster meaningful family-school relationships, and offer more equitable dialogue across languages.
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      – Text: English
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        PageCount: 28
        StartPage: 113
    Subjects:
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Parent Teacher Cooperation
        Type: general
      – SubjectFull: Parent School Relationship
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Family Involvement
        Type: general
      – SubjectFull: Parent Student Relationship
        Type: general
      – SubjectFull: Interpersonal Communication
        Type: general
      – SubjectFull: Computer Oriented Programs
        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Middle School Teachers
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      – TitleFull: Beyond Behavior Management: Exploring the Role of ClassDojo in Parent-Teacher Relationships
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              Type: published
              Y: 2025
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