School Connectedness: Teachers' Perspectives on the Effects of a Small Learning Community on Ninth-Grade Student Transition and Dropout

Autor/in	Richey, Brittany
Titel	School Connectedness: Teachers' Perspectives on the Effects of a Small Learning Community on Ninth-Grade Student Transition and Dropout
Quelle	(2019), (111 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Western Kentucky University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-5208-9
Schlagwörter	Hochschulschrift; Dissertation; Grade 9; High School Freshmen; High School Teachers; Teacher Attitudes; Communities of Practice; Student Adjustment; Dropouts; Interpersonal Relationship; Safety; Program Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Community; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sicherheit
Abstract	The purpose of this study was to explore ninth grade teachers' perspectives' of a small learning community and its impact on student connectivity, transition and dropout. The following overarching research question framed this study: (Given the 15-year history of this freshman academy, what are the teachers' perspectives on the impact of a small learning community on ninth grade transition? (a) What are teachers' perceptions of how the freshman academy affects students' sense of interpersonal connectedness? (b) What are teachers' perceptions of how the freshman academy affects students' sense of physical and emotional safety? (c)What are teachers' perceptions of how the freshman academy affects students' academic commitment? (d) What are teachers' perceptions of how the freshman academy affects student dropout? Findings revealed the teachers' perspectives included that the ninth-grade academy provided a catalyst for community, eased transition, and allowed for academic flexibility, commitment, and common collaboration by proximity. Additionally, the vision of rigor, relevance, and relationships was fostered inside of the small learning community. Finally, findings revealed that teachers were supportive of the interventions to give students a sense of belonging and safety by encouraging ninth-grade students to persist to graduation. Overall findings suggested a consistent, caring, and committed perspective from teachers throughout the small learning 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