A Comparison of Student and Teacher Perceptions Related to Teaching and Learning Conditions in High-Performing and Low-Performing Title I High Schools in Alabama

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Autor/in	Starks, Quesha Shenique
Titel	A Comparison of Student and Teacher Perceptions Related to Teaching and Learning Conditions in High-Performing and Low-Performing Title I High Schools in Alabama
Quelle	(2013), (113 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Alabama State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3211-2169-8
Schlagwörter	Hochschulschrift; Dissertation; Comparative Analysis; Student Attitudes; Teacher Attitudes; Secondary School Teachers; High School Students; Low Achievement; High Achievement; High Schools; Teaching Conditions; Educational Environment; Disadvantaged Schools; Educationally Disadvantaged; Federal Legislation; Educational Legislation; Elementary Secondary Education; Statistical Analysis; Poverty; Educational Indicators; Federal Programs; Social Attitudes; Prosocial Behavior; Predictor Variables; Discipline; Trust (Psychology); Psychological Patterns; Career Readiness; College Readiness; Educational Objectives; Alabama + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schülerverhalten; Lehrerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterdurchschnittliche Leistung; Lehrbedingungen; Unterrichtsbedingungen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bundesrecht; Bildungsrecht; Schulgesetz; Statistische Analyse; Armut; Educational indicato; Bildungsindikator; Social attidude; Soziale Einstellung; Prädiktor; Disziplin; Educational objective; Bildungsziel; Erziehungsziel
Abstract	The purpose of this quantitative study was to identify conditions that are favorable in promoting the academic achievement of children living in poverty by comparing perceptions of teaching and learning conditions in Title I high schools in Alabama that achieved Adequate Yearly Progress (AYP) and Title I high schools that did not achieve AYP. The subjects for this study were selected based on the percentage of poverty students in school populations. Only data from Title I high schools that completed the "PRIDE Teaching Environment Survey (TES)" and the "PRIDE Learning Environment Survey (LES)" were included in the presentation of findings. Furthermore, responses related to school climate, teacher respect, and school safety provide statistical evidence for this research study. The findings of this research study indicated that teachers in AYP schools and non-AYP schools believe that students know their teachers care about them. However, there is a stronger variation among perceptions of mutual trust in the school community between AYP teachers and their colleagues in non-AYP schools. Largely, students showed very little variation in their responses about learning conditions in both populations. With exception to school safety, school climate and teacher respect were two variables with nearly equal results representative of the student populations completing the PRIDE surveys. The overall differences between AYP and non-AYP schools were not exceptional in most cases; however, perceptual differences exist. The findings, based on teacher and student perceptions, make a major statement about school safety and discipline, community, trust, and student pride. AYP schools are doing something right in pursuit of reaching college-and-career readiness goals and in identifying conditions that are favorable in promoting the academic achievement of children living in poverty. In supporting the success of students living in poverty, making the high-school experience more practical and engaging for all students may support learning at higher levels for both high-performing and low-performing populations and reduce student apathy. With fewer than 60% of students responding favorably "that teachers make all students feel like they belong at school," it is important to recognize that engagement and acceptance are important factors in the lives of students facing financial poverty. Furthermore, teachers are not the only individuals who must buy-in to norms and program goals; students must also buy-in to the expectations and goals in the school community. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01