Changing Teachers' Perspective of Students from Lower Socioeconomic Families

Autor/in	Keibler, David Michael
Titel	Changing Teachers' Perspective of Students from Lower Socioeconomic Families
Quelle	(2019), (79 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Pittsburgh
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0857-3437-0
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Socioeconomic Status; Poverty; Kindergarten; Grade 1; Grade 2; Empathy; Elementary School Teachers; Preschool Teachers; Professional Development; Reading Teachers; Elementary School Students; Preschool Children + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Socio-economic status; Sozioökonomischer Status; Armut; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Empathie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder
Abstract	With the poverty cycle continuing and many communities facing an increased number of lower socioeconomic status (SES) families, it is essential to understand the perception teachers have regarding students living in poverty and how teachers' life experiences may differ from those of students who come from lower SES families. Many constructs, including socioeconomic status, can influence a child's ability to ready. The focus of this study is to identify what K-2 teachers know about students who live in lower SES households and how knowledge of their circumstances can be used to help children learn. Does professional development aimed at increasing teachers' knowledge of students living in poverty change how they teach or increase their empathy towards these students? Qualitative methodology was used for this study, which sought to evaluate the knowledge of K-2 reading teachers regarding students living in poverty and to assess the influence of one professional development session on the instructional approach of teachers at David Leech Elementary School. Two methods anchored the study: a survey and interviews. A survey of the K-2 reading teachers was used to enhance the investigator's understanding of how the professional development training, "Chocolate in Poverty," may have influenced teacher perspectives on students in poverty. Interviews were then conducted with the grade level leaders in kindergarten, first, and second grades. The teacher responses to the survey and interview questions identified the need for additional trainings specific to the impact poverty has on student learning. Future trainings should provide teachers with resources such as research-based interventions that are proven to support students from lower SES families, strategies to increase parent engagement, and information identifying the available resources in the Leechburg community and how to access the resources. Moving forward, conversations with teachers, parents, and other community stakeholders will further explore ways teachers can support lower SES students overcome the challenges faced at school and in their home lives. [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	2024/1/01