Effective Teachers for At-Risk or Highly Mobile Students: What Are the Dispositions and Behaviors of Award-Winning Teachers?

Autor/inn/en	Popp, Patricia A.; Grant, Leslie W.; Stronge, James H.
Titel	Effective Teachers for At-Risk or Highly Mobile Students: What Are the Dispositions and Behaviors of Award-Winning Teachers?
Quelle	In: Journal of Education for Students Placed at Risk, 16 (2011) 4, S.275-291 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2011.610236
Schlagwörter	Teacher Effectiveness; Recognition (Achievement); Teacher Behavior; Teacher Attitudes; At Risk Students; Student Mobility; Disadvantaged; Classroom Observation Techniques; Interviews; Beliefs; Educational Practices; Best Practices; Teacher Student Relationship; Instructional Effectiveness; Teaching Models; Student Needs; Case Studies + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Soziale Anerkennung; Teacher behaviour; Lehrerverhalten; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Interviewing; Interviewtechnik; Belief; Glaube; Bildungspraxis; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrmodell; Case study; Fallstudie; Case Study
Abstract	What distinguishes effective teachers of at-risk or highly mobile students was the essential question addressed in this study. We conducted a cross-case analysis of US national or state award-winning teachers who taught in schools with student populations characterized as highly mobile, homeless, and/or high poverty. Six teachers meeting the criteria were selected as participants. Frameworks of effective teaching characteristics were adapted from prior research and from a review of the literature to gather on-site classroom observational and interview data from participating teachers. The data were examined in light of extant research related to teaching at-risk or highly mobile students and yielded information regarding beliefs and practices. Teachers' interview responses focused on 2 main areas of teacher effectiveness: the importance of student-teacher relationships and instructional delivery. These teachers emphasized affective and academic needs in their planning, instruction, and assessment. They had high expectations of students and were committed to ensuring that students had what they needed to succeed. Teachers maintained high student engagement and used a variety of instructional activities and a wide range of cognitive levels in the questions asked during their instruction which was primarily teacher-directed. Additional research into effective teaching and working with at-risk or highly mobile students is recommended. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10