Author : Diane Haggis
Publisher :
ISBN 13 : 9781124568546
Total Pages : 394 pages
Book Rating : 4.5/5 (685 download)
Book Synopsis Teacher Perceptions of what They Do in Their Institutionalized Settings to Create a Positive Learning Environment for Troubled Youth in Their Classrooms by : Diane Haggis
Download or read book Teacher Perceptions of what They Do in Their Institutionalized Settings to Create a Positive Learning Environment for Troubled Youth in Their Classrooms written by Diane Haggis and published by . This book was released on 2011 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine teachers' perceptions of what they do in their institutional settings to create a positive learning environment for troubled youth in their classrooms. More specifically, teachers' descriptions of what they do in their classrooms to foster a positive learning environment were analyzed and reported through a synthesized triadic conceptual framework identified as Bonding, High Expectations and Belief in Success (BHB). This framework blended three theories: Positive Peer Culture, (Vorrath and Brendtro, 2005), Positive Behavior Supports, (Christle, Jolivette, and Nelson, 2005) and Resiliency Theory, (Krovetz 1999). Within the culture of residential facilities, the teachers must implement educational programming to troubled youth who have been placed for non-academic reasons. Understanding what teachers in institutional settings do to create positive learning environments in their classrooms is critical for indentifying factors that influence positive outcome for students in such programs. This study utilized a mixed methods approach involving collection of data at two schools. All teachers within the residential schools at each of two sites of the study were invited to answer survey questions based on the components of the BHB conceptual framework. Teachers were chosen for the interview and Philosophy of Teaching Statement portion of the study using three specific criteria: their principal's recommendation based on daily observation of exemplary teaching practices, the teacher survey answers which reflected this study's conceptual framework, and nomination as a school district Teacher of the Year candidate or other peer recognition program within the last five years. Data analysis revealed that there was significant consensus among the teacher participants about factors perceived as powerfully influential in creating a positive learning environment for students. Consistent with prior research, these factors included providing a classroom atmosphere that supports positive peer interactions, high expectations for student success, promoting students taking responsibility for their own actions, relationship building and creating an environment of trust and respect. Recommendations for practice and future research were offered.