Teacher Effectiveness with At-Risk Students in Alternative Education Settings

Autor/in	Conover, Natasha
Titel	Teacher Effectiveness with At-Risk Students in Alternative Education Settings
Quelle	(2018), (140 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4386-8897-1
Schlagwörter	Hochschulschrift; Dissertation; Teacher Effectiveness; At Risk Students; Nontraditional Education; Teacher Student Relationship; Self Determination; Theories; Correlation; Teacher Motivation; Academic Achievement; High Schools; High School Students; High School Teachers; Learner Engagement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Non-traditional education; Alternative Erziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Selbstbestimmung; Theory; Theorie; Korrelation; Schulleistung; High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	At-risk youth come to school with a variety of challenges that sometimes lead to voluntary or involuntary disengagement from traditional high schools. Alternative education programs are an alternate placement for students who have disengaged from traditional high schools. Although researchers have shown that teacher and staff approaches to the overall educational experience of a student contribute to student success in alternative education programs, they have also highlighted that the lack of teacher-student relationships contributes to student disengagement. These findings may indicate that not all teachers are willing or able to connect with at-risk students. The purpose of this qualitative case study was to explore what educators identified as the personal factors that support their motivation, interest, and eagerness to be an effective teacher in an alternative education setting in a Northeastern U.S. city. Self-determination theory was the theoretical foundation to study the relationship between the motivation of an educator and their effectiveness. Data included semistructured interviews and guided writing assignments with 4 educators from an effective alternative education program. Seven significant themes emerged that educators identified as personal factors that support motivation, interest, and eagerness to be an effective teacher in an alternative education setting: (a) understanding, (b) defining moment, (c) perspective and outlook, (d) personal and/or psychological goal attainment, (e) intrinsic motivation, (f) teacher beyond academics, and (g) internal fortitude. Implications for social change include information to help in recruitment of effective teachers for engaging at-risk students, thereby promoting their chances for academic and nonacademic success. [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