Effective Science Teaching in a High Poverty Middle School: A Case Study

Autor/in	Meyer, Georgette Wright
Titel	Effective Science Teaching in a High Poverty Middle School: A Case Study
Quelle	(2012), (318 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2673-3226-4
Schlagwörter	Hochschulschrift; Dissertation; Middle Schools; Urban Schools; Poverty; Science Instruction; Case Studies; Qualitative Research; Teacher Effectiveness; Middle School Teachers; Science Teachers; Teacher Characteristics; Observation; Interviews; School Culture; Teacher Student Relationship; Teacher Expectations of Students; Instructional Leadership; South Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Mittelschule; Mittelstufenschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Armut; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Case study; Fallstudie; Case Study; Qualitative Forschung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Middle schools; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Beobachtung; Interviewing; Interviewtechnik; Schulkultur; Schulleben; Teacher student relationships; Lehrer-Schüler-Beziehung; Instruction; Leadership; Bildung; Erziehung; Führung
Abstract	This qualitative case study described the characteristics of science teachers in a high poverty urban middle school whose 2010 scores on South Carolina's Palmetto Assessment of State Standards (PASS) ranked second in the state. Data was obtained through classroom observations, open-ended interviews, school documents, and photographs taken inside the school from ten participants, who were seven science teachers, a science coach, and two administrators. Findings revealed a school culture that pursued warm and caring relationships with students while communicating high expectations for achievement, strong central leadership who communicated their vision and continuously checked for its implementation through informal conversations, frequent classroom observations, and test score analysis. A link between participants' current actions and their perception of prior personal and professional experiences was found. Participants related their classroom actions to the lives of the students outside of school, and evidenced affection for their students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10