Behavioral Challenges in Economically Disadvantaged Schools

Autor/in	Wright-McAllister, Saedra
Titel	Behavioral Challenges in Economically Disadvantaged Schools
Quelle	(2022), (255 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Pepperdine University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7906-6864-7
Schlagwörter	Hochschulschrift; Dissertation; Student Behavior; Behavior Problems; Economically Disadvantaged; Disadvantaged Schools; Classroom Techniques; Behavior Modification; At Risk Students; Socioeconomic Influences; Teacher Persistence; Elementary Secondary Education; Teaching Conditions + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Student behaviour; Schülerverhalten; Klassenführung; Behaviour modification; Verhaltensänderung; Sozioökonomischer Faktor; Lehrbedingungen; Unterrichtsbedingungen
Abstract	Managing behavior is a challenge at home and school for many families in disadvantaged areas. When students get to school, it can become an increased or heightened problem due to the school managing hundreds and in many cases thousands of students per day and teachers managing on average between 25-30 students during every part of their day. The different behaviors that the school and teacher deal with daily, all affect the school climate, classroom climate, teacher tolerance levels, classroom management, and overall teacher job satisfaction. With sufficient classroom management and control of behaviors, educators can eliminate unnecessary stress and distractions within their classroom throughout the school day optimizing educational instruction to improve academic achievement. The literature reviewed for the purpose of this study revealed that students who attend schools in disadvantaged areas are more likely to exhibit increased behavioral challenges in the classroom and more likely to face harsher consequences than students in affluent schools. Moreover, the literature revealed the demand of working-class families and the lack of resources and support that is available to students in disadvantaged areas, maybe a precursor to increased behavioral concerns in the classroom. Ultimately, teachers who are not able to tolerate the continuous behavioral concerns become discouraged to remain in the teaching profession and are more likely to resign. For this study, the researcher utilized a phenomenological study by conducting 11 interviews with 16 corresponding interview questions to inform four overarching research questions. The results from the 11 interviews are meant to inform all K-12 shareholders and beyond to help expose teachers to the most effective behavioral management strategies to better manage behavior in their classrooms. Ultimately, this study sought to bring awareness to how teachers have limited exposure to behavioral management strategies that are unique to disadvantaged schools. [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