Teacher Attitudes, Achievement, Poverty, and Academic Performance Index PDF Download
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Author: Cindy Louise Machado
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Cindy Louise Machado
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Cindy Machado
Publisher: VDM Publishing
ISBN: 9783836483896
Category : Education
Languages : de
Pages : 160
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Book Description
Poverty is hard to overcome, and must be recognized as one of the most important variables in a low performing school. Poverty does not have to dictate academic achievement. Elements in some high poverty schools, create an environment where poor students can achieve as well or better than affluent students. Schools must make a conscious effort to develop climate elements that contribute to a positive environment. Leadership, ambitious instruction, and a positive student-centered school climate contribute significantly to student performance. Teachers must place emphasis on high expectations for students when the goal is academic excellence. The higher the poverty rate, particularly when the rate is 80% or more, the lower the predicited academic achievement. Two variables that influence student achievement are teacher quality and leadership quality. It can be concluded that students in high poverty/low achieving schools need the best teachers under the leadership of an effective and experienced leader. Prinicpal tenure of five yers or more predicts higher academic achievement.
Author: Barbara A. Stubbs
Publisher:
ISBN:
Category : Poor
Languages : en
Pages : 80
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Author: Tina M. Soric
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 54
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This study uses data from 19 teachers in an underperforming, urban, low-income charter school located in the Midwest to examine the backgrounds and attitudes of the teaching staff. The data collected provides possible areas of improvement for this school. It can be assumed that these results are not unique to this building, but rather indicative of what is taking place in schools throughout our nation. Therefore, this small study can be used to identify ways to improve practices in order to better meet the needs of students who have been historically underserved in schools throughout the country. Some key findings from this study indicate the following: there could be a correlation between student achievement and teacher background; colleges of education may not be adequately preparing pre-service teachers; and there may be a lack of access to curricular materials that represent the student population.
Author: Donna Bauldree Devine
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 0
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The number of children living in poverty in the United States rose 14.4% from 2019 to 2020 (U.S. Census Bureau). In Florida, nearly one out of every four children live at or below the poverty threshold Koball and Jaing (2018). The complexities of life for people living in poverty are many. These complexities influence the education of students living in poverty. This study explored a sample of teacher candidates' attitudes toward people living in poverty. The survey instrument was The Undergraduate Perceptions of Poverty Survey (UPPTS) by Blair and others (2014). This research represents the first time the UPPTS has been employed in the field of teacher preparation. It proved to be a helpful tool in collecting data from 106 participants, all enrolled in a teacher preparation program at a Predominantly White Institution in Florida. The overall attitudes of teacher candidates in this sample were mainly positive, a very good sign for the teaching profession. The limitations of this study do not allow for generalizing these results to teacher candidates as a whole. Much more research using a variety of research methods is necessary for results to be generalizable for teacher candidates and the preparation programs training future teachers. Attitudes have been shown to influence teacher practices which in turn influence student achievement. Teacher attitudes toward student diversity influence their conscious and subconscious decision-making in the classroom limiting or expanding access students have to an equitable education. Teachers' negative attitudes toward students living in poverty are not character flaws. They reflect a lack of experience and knowledge of the circumstances of poverty. This study may help inform research on how best to respond to attitudes toward poverty of teacher candidates and in-service teachers.
Author: Reginald M. Clark
Publisher: University of Chicago Press
ISBN: 022622144X
Category : Education
Languages : en
Pages : 264
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Working mothers, broken homes, poverty, racial or ethnic background, poorly educated parents—these are the usual reasons given for the academic problems of poor urban children. Reginald M. Clark contends, however, that such structural characteristics of families neither predict nor explain the wide variation in academic achievement among children. He emphasizes instead the total family life, stating that the most important indicators of academic potential are embedded in family culture. To support his contentions, Clark offers ten intimate portraits of Black families in Chicago. Visiting the homes of poor one- and two-parent families of high and low achievers, Clark made detailed observations on the quality of home life, noting how family habits and interactions affect school success and what characteristics of family life provide children with "school survival skills," a complex of behaviors, attitudes, and knowledge that are the essential elements in academic success. Clark's conclusions lead to exciting implications for educational policy. If school achievement is not dependent on family structure or income, parents can learn to inculcate school survival skills in their children. Clark offers specific suggestions and strategies for use by teachers, parents, school administrators, and social service policy makers, but his work will also find an audience in urban anthropology, family studies, and Black studies.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 98
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Research has shown that the combination of locus of control, self-efficacy, self-confidence, and emotional stability is a good predictor of life success. Until now, this second order factor, called core self-evaluations (CSE) has only been studied in adults. Findings from this study, showed levels of CSE were significantly and positively connected with academic achievement for middle and elementary aged students. CSE appears to play to a similar role between students and academic achievement as it plays with adults and job performance. In this study, the dimensions of transformational leadership were applied to teacher behaviors and students were grouped based on their teachers' leadership behavior. Reading achievement and core self-evaluation (CSE) were then examined across student groups. Findings indicated students living in poverty and students with low CSE performed better on reading achievement tests when a teacher, who exhibited transformational leadership behavior, taught them. This study establishes transformational leadership in teachers has the potential to offset the effects of poverty and negative self-views on performance. Results also add new information to our existing knowledge about student performance indicators, the student/teacher relationship, and the link between expectations and performance. The results of this study have powerful implications for evidence-based teacher training and preparation programs, hiring practices, and future research.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 748
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 640
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Author: Dzimiri Cynthia
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659465178
Category :
Languages : en
Pages : 64
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This study is based on the main factors that affect academic performance of learners at upper primary level.After carrying out a research with ten primary schools in Gweru district the researcher came up with the following findings.High rate of drop outs is caused by non payment of school fees and levies.Many parents and guardians cannot pay fees for their children in time.Also it shows that there are very few parents who assist their children with school work.Thirdly parents with high values and aspirations have positive influence on their children's academic performance.With enough parental support financially, materially and morally learners can improve academically.Equal treatment of learners by teachers is called for in order to attain high scores in their learning.
