The Impact of Teacher Attitudes on Academic Achievement in Disadvantaged Schools PDF Download
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Author: Tina M. Soric
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 54
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Book Description
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: Tina M. Soric
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 54
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Book Description
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: 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: Jennifer Suzanne Goodman
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this qualitative multiple case study was to research teacher attitudes, belief systems, and behaviors associated with academic achievement for students in a charter school serving an economically disadvantaged, urban population. This research sought to acquire teacher and student perceptions concerning what they believed were the most effective perspectives, convictions, and actions of successful teachers. Since the research shows that the teacher really matters and is the most impactful component to student academic achievement, then administrators can use these guiding qualities to hire the best teachers for their students and to focus on improving the caliber of their teachers. Bandura's Self-Efficacy Theory was utilized to frame this study as the researcher viewed perceived best practices through the lens of four teachers and nine high school students in a public charter school. The findings indicated that research based best practices supporting effective teacher attitudes, beliefs, and behaviors are consistent in a public charter school as well and the greatest opportunity for academic achievement improvements lies with the quality of the teachers.
Author: Ramon Flecha (Ed.)
Publisher: Springer
ISBN: 3319111760
Category : Education
Languages : en
Pages : 115
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Book Description
This monograph analyses and describes successful educational actions with a specific focus on vulnerable groups (i.e. youth, migrants, cultural groups e.g. Roma, women, and people with disabilities). Concrete data that shows success in school performance in subject matters such as math or language will be provided, as well as children, teachers and families accounts of the impact of this success. Alongside, there is an analysis of the relationship between these children’s educational performance with their inclusion or exclusion from different areas of society (i.e. housing, health, employment, and social and political participation). Many studies have already diagnosed and described the causes of educational and social exclusion of these vulnerable groups. This monograph, however, provides solutions, that is, actions for success identified through the INCLUD-ED project, thus providing both, contrasted data and solid theoretical background and development. Some examples of these actions are interactive groups (or heterogeneous grouping in the classroom with reorganisation of human resources), extension of the learning time, homework clubs, tutored libraries, family and community educative participation, family education, or dialogic literary gatherings. All these actions have been defined as successful educational actions, which mean that they lead to both efficiency and equity. Finally, recommendations for policy and practice are included and discussed.
Author: Stephen Gorard
Publisher: Routledge
ISBN: 1135009538
Category : Education
Languages : en
Pages : 214
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Book Description
Governments, local authorities, school leaders, and teachers all over the world want to improve the educational attainment and participation of all students, and to minimise any systematic differences in outcomes for social and economic groups. A particular concern is for those students from backgrounds that may objectively disadvantage them at school and beyond. However, considerable effort and money is currently being wasted on policies, practices and interventions that have very little hope of success, and that may indeed endanger the progress that is being made otherwise. The poor quality of much education research evidence, coupled with an unwillingness among users of evidence to discriminate appropriately between what we know and do not know, means that opportunities are being missed. At a time of reduced public spending it is important that proposed interventions are both effective and efficient. Overcoming Disadvantage in Education is unique in the way that it: Shows where the solutions to underachievement and poverty lie combines primary(new), secondary (official) and published (review) evidence distinguishes between those possible causes of underachievement that are largely fixed for individuals, and those that are modifiable. There are evidence-informed ways forward in handling under-achievement and increasing social justice in education. This book shows which the more likely approaches are, and where further work could yield further benefits. This book will be a key text for students, developing academic researchers and supervisors in the social sciences, and for those research users charged with improving educational outcomes.
Author: Madge Bonner-Douglas
Publisher:
ISBN:
Category : African Americans
Languages : en
Pages : 282
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Book Description
Author: Marjorie Powell
Publisher: Routledge
ISBN: 0429944489
Category : Education
Languages : en
Pages : 353
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Book Description
Teachers’ attitudes have been a subject of study and interest for many years. Originally published in 1986, this bibliography attempts to review the large field of research between the years 1965 and 1984. To identify all the sources of information, and to list documents that discuss research on teachers’ attitudes. It does not include an assessment of the quality of the research reported in the listed documents, however, the value is in its comprehensiveness. Users of the bibliography can locate the listed studies and then evaluate the studies using criteria relevant to their individual purposes.
Author: Patricia A. Ighodalo
Publisher:
ISBN:
Category : Performance
Languages : en
Pages : 80
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Book Description
Author: Clarissa Jeanne Plair
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 159
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Book Description
This qualitative study is written from a phenomenological standpoint using Van Manen's (1990 ) hermeneutic lived experiences of the participants. Fourth grade teachers from a large urban school district in the southwestern U.S. completed an online questionnaire and participated in a focus group interview to provide insight into their attitudes and perceptions about how professional learning experiences influenced high levels of reading for urban, minority students living in poverty. There are few studies which connect teacher professional learning to student achievement in reading. The current study uses a Vygotskian (1978) theoretical perspective to analyze the data collected and add to the conversation on what might work to augment academic achievement in reading for impoverished, urban minority students. Through teachers' voices, this study reveals the single most important factor having powerful influence on teacher professional growth - collaboration. While evidence is lacking about how to support teacher development, collaboration impacts content knowledge and pedagogical skill, possibly affecting what teachers do in the classroom and perhaps prompting increased minority student achievement in reading.
Author: Amy C. Casey
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 242
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Book Description
Contrary to what supporters of the "No Child Left Behind" Act (P.L. 107-110, 2001) would have us believe about the effects of this legislation, the academic achievement gap between students of color and White students, and between economically disadvantaged students and students from higher socio-economic backgrounds is not closing. Given the demands and accountability standards required by NCLB legislation (P.L. 107-110, 2001), why aren't we closing the achievement gap and making better progress? It is my supposition that a culturally responsive approach to teaching diverse students is needed if we want our students to succeed. This heuristic, multiple case study examined the effects of a culturally responsive professional development series on the attitudes and beliefs of six teachers in a suburban Missouri school district. During eight, two-hour sessions, participants explored their beliefs about White Dominance, their own identity development, and teaching in a culturally responsive manner. Their cases were utilized to investigate the research questions: (a) How do teachers experience the implementation of a culturally responsive professional development series? (b) What changes in teacher attitudes and beliefs occur during the implementation of the culturally responsive professional development series? (c) What aspects of the culturally responsive professional development series (if any) influenced the attitudes and beliefs of teachers of diverse students as self-reported in journal prompts and interview questions? Pre- and post-attitudes surveys (Color Blind Racial Attitudes Scale, Neville, Lilly, Duran, Lee, & Browne, 2000), teacher interviews, and responses to reflective journal prompts were utilized for data collection and analysis. The primary method of data analysis was the heuristic method of phenomenological analysis (Moustakas, 1990). During the culturally responsive professional development series, teacher attitudes and beliefs towards teaching diverse students did change as evidenced by their pre- and post-attitudes surveys, teacher interviews, and reflective journal prompts. While each participant had their own unique personality and teaching style, the aspects of the course that were most powerful for one of the participants were also aspects that would be powerful for the other participants. Creating community by engaging in authentic, honest conversations regarding White Dominance and race and having opportunities to reflect and put into practice what they were learning became the avenue of effective change with this group of participants. Participants reflected about their own mental models, biases, and beliefs regarding racial bias, institutional racism, and White Dominance and how this affected their interactions with students, particularly their diverse students. Awareness of their own identity development promoted a better understanding of their diverse students' needs.
