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Teachers Perceptions Of Factors Impacting The Academic Success Of Alternative School Students
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Book Synopsis Teachers' Perceptions of Factors Impacting the Academic Success of Alternative School Students by : Rachel Brown-Miller
Download or read book Teachers' Perceptions of Factors Impacting the Academic Success of Alternative School Students written by Rachel Brown-Miller and published by . This book was released on 2006 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Factors Affecting Alternative School Students' Success Rate as Perceived by Administrators, Teachers, and Alternative School Students by : Angelisa Hall-Cummings
Download or read book Factors Affecting Alternative School Students' Success Rate as Perceived by Administrators, Teachers, and Alternative School Students written by Angelisa Hall-Cummings and published by . This book was released on 2004 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Perception of Teachers on Effectiveness of In-district Alternative Education Program for Meeting the Academic and Social Emotional Needs of Students in Grades 3-5 by : Edward J. Labatch (III.)
Download or read book Perception of Teachers on Effectiveness of In-district Alternative Education Program for Meeting the Academic and Social Emotional Needs of Students in Grades 3-5 written by Edward J. Labatch (III.) and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study aimed to identify teachers' perceptions about alternative education programs and whether they are appropriate to meet the needs of at-risk students in Grades 3-5. The teachers' perception provides insight into the needs of at-risk students in the age group. Moreover, the demand for elementary education following the COVID-19 pandemic has increased the need for more personalized education for at-risk students at the elementary level. The necessity to address the social-emotional needs of students has become more prevalent as those needs affect the ability of teachers to provide students with the necessary academic support. Data were gathered utilizing an original digital survey tool created to meet the specific needs of this study. The survey was administered in five public elementary schools in Warren County, New Jersey via Microsoft Forms and was completed by 66 teachers assigned to Grades 3-5. The study was from a descriptive quantitative approach with a theoretical perspective. Data were collected electronically, coded, and analyzed using SPSS software to examine the potential impact of the demographic factors of the participants in relation to the various research questions. Statistical calculations included a reliability analysis, independent t-test, and item analysis. Results from this research study can be used by school districts interested in future planning and implementation of alternative education programs for students in Grades 3-5 to meet the needs of their at-risk students. (ProQuest abstract).
Book Synopsis Faculty Definitions of Success in Alternative Schools and Their Influences on Alternative Education by : John Winferd Markham
Download or read book Faculty Definitions of Success in Alternative Schools and Their Influences on Alternative Education written by John Winferd Markham and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Alternative education in Kansas is defined as "Alternative education serves students who require or thrive in an environment other than a traditional educational setting" (Alternative School Information for Students and Parents, n.d.). Often, students who are enrolled in alternative education settings are students are defined as "at risk" or students who are simply not successful in a traditional setting. At risk students are deemed at-risk in the opinion of faculty if they fall into the following categories. · Is not working on academic grade level. · Is not meeting the requirements necessary for promotion to the next grade; is failing subjects or courses of study · Is not meeting the requirements necessary for graduation from high school. (e.g., potential dropout) · Has insufficient mastery of skills or is not meeting state standards · Has been retained · Has a high rate of absenteeism · Has repeated suspensions or expulsions from school · Is homeless and/or migrant · Is identified as an English Language Learner · Has social emotional needs that cause a student to be unsuccessful in school (Success / Definition of Success by Oxford Dictionary on Lexico.Com Also Meaning of Success, n.d.) Given the large amount of criteria that can be met within the standards of the definition of at risk, there is a large amount of variety within the population in alternative schools. This variety can lead to wildly different student outcomes when it comes to the curriculum that is presented. Given the fact that the students are placed there to in order to help them become successful (whatever that definition may be to them) The definition of success according to Oxford Languages is simply "the accomplishment of an aim or purpose" (Success / Definition of Success by Oxford Dictionary on Lexico.Com Also Meaning of Success, n.d.). However, different people interpret that definition in vastly different ways. Accomplishment of an aim or purpose can serve many different needs and many different perspectives according to the person whose definition is being used. A success for one person may be a failure for another. The same can be stated for education and the students who make up the populations of high schools across the state. Some students simply view success and education from different perspectives. Many students at a traditional high school setting may only view reaching a post-secondary school as successful. Other students may see graduating high school the culmination of success in their academic career. Other students may simply see passing a class as being a successful endeavor. Definitions of success often drive curriculum and standards that teachers are required to use or standards that they place on their students in their classrooms. Given the wide variety of opinions in how success should or is defined, this can greatly impact the students and their academic futures. Often, curriculum is geared towards students who have a different degree of expectations (and a different definition of success). Other issues that may occur revolve around the students themselves. Simply put, the students' definition of success can drive what they do in the classroom. Since the definition of success can be wildly individualized in both student and faculty, there isn't a lot of consistency between the two. Often times students feel successful within the context of a class or a school year, when in fact that faculty isn't supporting that idea. Ideally, the student would feel that the meeting of each goal would constitute a "success" and want to continue to meet these goals until he or she has achieved their ultimate goal. This continued desire to strive and achieve would allow the student to be able to full fill their potential (whatever that definition is for that student). Another issue is that given the wide variety of students in alternative education, how do their definitions of success, as well as their individual view of potential impact their academic careers? Furthermore, how does the faculty's definition of success influence the students' academic expectations and the curriculum they use to teach alternative education students? This study looks to gather an understanding of how faculty define success for alternative education students and how those definitions can influence alternative education and the curriculum that is used for alternative education students.
Book Synopsis Perceptions of Teachers Regarding the Importance and Existence of Research-based Program Characteristics in Alternative High Schools and Teacher's Perceptions of Efficacy in the Commonwealth of Virginia by : Robert Craig Lowerre
Download or read book Perceptions of Teachers Regarding the Importance and Existence of Research-based Program Characteristics in Alternative High Schools and Teacher's Perceptions of Efficacy in the Commonwealth of Virginia written by Robert Craig Lowerre and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to determine teachers' perceptions of the degree to which research-based characteristics exist in alternative high schools and programs in the Commonwealth of Virginia and the importance of these characteristics to effective education. In addition, this research investigated whether or not these perceptions were related to the teachers' perception of efficacy. These seven characteristics were (a) clearly identified enrollment criteria, (b) low ratio of student to teachers, (c) one-to-one interactions between staff and students, (d) social skills instruction, (e) effective academic instruction, (f) parental involvement and parental support programs, and (g) specific training for teachers who are working with at-risk youth. Alternative school teachers were also administered the short form of the Tschannen-Moran and Woolfolk Hoy (2001) Teachers' Sense of Efficacy Scale that is specifically designed to assess the respondents' perceptions of their self-efficacy as teachers. The data show that alternative school teachers in Virginia ranked "low student to staff ratio" as the most important and "parental involvement and parental support programs" as the least important research-based characteristics for the academic focus of their schools. It was also evidenced by the data that none of the research-based characteristics were shown to have "strong evidence" of existence in Virginia's alternative schools and programs. Finally, the data showed that there is a positive correlation between the existence of the research-based characteristics and the reported self-efficacy of the alternative school teachers.
Book Synopsis The Factors Effecting Student Achievement by : Engin Karadağ
Download or read book The Factors Effecting Student Achievement written by Engin Karadağ and published by Springer. This book was released on 2017-05-14 with total page 333 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.
Book Synopsis Student Perceptions of the Alternative School by :
Download or read book Student Perceptions of the Alternative School written by and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Some students find it difficult to reach graduation in a regular secondary school setting, but may be successful in an alternative setting. Causes of not graduating could include high absenteeism and behavior problems, which may result in dropping out. This study sought student perceptions of an alternative program in a public school district in the state of Mississippi. The participants were 10 students and their parents, 10 teachers, and the administrator. Data included interviews and school documents, and were analyzed using the constant comparative method. This research found that some of the students were enthused upon receiving alternative placement. Students liked the curriculum tailored to their individual needs, more one-on-one time with the teacher, and the opportunity to focus on the changes that they needed to make to improve their educational opportunities. Some parents expressed their disappointment in their child's placement; however, there were some parents who prefer the alternative school over regular school. The parents who were disappointed thought it to be a place where they put bad kids and where the teachers were not good teachers. The parents who preferred it liked the smaller teacher-student ratio and believed that alternative teachers were more supportive and kind. The teachers expressed the alternative school does not get the same attention as other district schools and is seen as a dumping ground for both teachers and students. Recommendations to the district include: evaluate the criteria for placing students in the alternative school, increase communication between the alternative and the regular school, provide a specialist to help focus on student learning styles, provide a full-time counselor to help students deal with the issues contributing to their lack of success in the regular school, and improve the physical setting for the alternative school. Further research is needed in the district: to determine what could be improved in the alternative academic program; to determine whether the alternative school curriculum is meeting state standards; and to examine the acceptance of students and faculty in the alternative program by district students and personnel.
Book Synopsis Ethnic Matching by : Donald Easton-Brooks
Download or read book Ethnic Matching written by Donald Easton-Brooks and published by Rowman & Littlefield. This book was released on 2019-03-13 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ethnic Matching: Academic Success of Students of Color is an in-depth exploration on the impact of ethnic matching in education, the paring of students of color with teachers of the same race. Research shows that this method has a positive and long-term impact on the academic experience of students of color. This book explores what makes this phenomenon relevant in today’s classrooms. Through interviewing quality teachers of color, this book sheds a light on the impact these teachers make on the academic experience of students of color. This approach is meant to provide all teachers valuable insight into techniques for engaging with diverse learners. Also, from these conversations, the book shows how the intentionality of culturally responsive practice can enhance the academic experience of students of color. Topics such as the challenges of recruiting and retaining quality teachers of color, as well as the valuable work being done on the local, state, and national level to promote diversifying the field of education as a way to provide equitable education for all students is also explored in this book.
Book Synopsis Success in an Alternative School and Students' Perceptions of Instructional Practices and School Environment by : Judith Lynne Speed
Download or read book Success in an Alternative School and Students' Perceptions of Instructional Practices and School Environment written by Judith Lynne Speed and published by . This book was released on 1979 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Perceptions of Success Factors in Rural K-12 Public Alternative Education Programs by : Erin R. Oligschlaeger
Download or read book Perceptions of Success Factors in Rural K-12 Public Alternative Education Programs written by Erin R. Oligschlaeger and published by . This book was released on 2017 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt: Alternative education programs for students in the rural K-12 public school setting are designed to fit the needs of the District due to the learning needs being accommodated through the program. This qualitative case study provided suggestions to rural K-12 public alternative education programs regarding success factors identified by teachers and administrators working in or who have worked in a rural K-12 public alternative education program in Northwest Missouri. The researcher used archival data, interviews with teachers and administrators, and a focus group of administrators to find common themes which were then viewed through the conceptual framework of Continuous Quality Improvement. Results suggest input, teamwork, accountability, good management, and continuous improvement are success factors of rural K-12 public alternative education programs. Key words : Continuous Quality Improvement, K-12 public alternative education.
Book Synopsis A Study Og Black Teachers' Perceptions of the Academic Achievement of Black Male Students in Elementary Schools in Rural Georgia by : Marshell F. Aker
Download or read book A Study Og Black Teachers' Perceptions of the Academic Achievement of Black Male Students in Elementary Schools in Rural Georgia written by Marshell F. Aker and published by . This book was released on 2016 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Presently, numerous research studies, articles and reports have shown troubling outcomes regarding the education of Black male students in the United States (Darensbourg, Perez, & Blake, 2010; Lewis, Simon, Uzzell, Horwitz, & Casserly, 2010; Prager, 2011). The performance of Black males on national achievement assessments is lower in comparison to the performance of most other subgroups. The high school graduation rate for Black males in the United States is below most other ethnic subgroups (Schotts Foundation, 2015). Although various strategies are often implemented at the national, state, and local level in attempts to address achievement disparities, these efforts have not been fully successful in eliminating the achievement gaps nor improving educational outcomes for Black male students. While dominant explanations for negative educational outcomes seem to blame the Black male students, their motivation, their family and culture (Emdin, 2012; Gira, 2007; Kim & Hargrove, 2013), Critical Race Theory scholars attempt to challenge these deficit explanations and explore alternative perspectives regarding the conditions that may contribute to educational achievement disparities (Jay, 2003; Ladson-Billings &Tate, 1995; Milner, 2008). Critical Race Theory insists upon exploring the experiences of people of color who have been historically marginalized and silenced. Some scholars have noted that black educators often feel left out of discussions and silenced in regards to the teaching and learning of Black students (Delpit, 1995; Foster, 1991; White, 2012). Because Black teachers and Black males may share possible cultural connections as well as experiences with marginalization, it is possible that some Black teachers may be able to provide valuable information and counter stories regarding black male achievement (Foster, 1991; Milner, 2006). The purpose of this study was to examine the perceptions of Black teachers regarding the academic achievement of Black male students in elementary schools in rural Georgia. Through the use of focus group interviews, the researcher examined the voices of Black teachers to identify significant factors impacting the educational success of Black males. Findings of this study had implications for the education of Black males in rural elementary schools. Findings were: 1) Black male students in rural elementary schools may lack exposure to critical resources needed for their success; 2) Policies and practices may limit Black male access to rigorous and advanced curriculum; 3) Deficit thinking and stereotypes may confine academic achievement and aspirations for Black male elementary students; and 4) Positive and supportive teacher-student relationships may have an important role in improving the educational outcomes for Black males in rural schools.
Book Synopsis School Factors that Contribute to Student Disengagement by : Elizabeth D. Fulton
Download or read book School Factors that Contribute to Student Disengagement written by Elizabeth D. Fulton and published by . This book was released on 2007 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Role of interest in Learning and Development by : K. Ann Renninger
Download or read book The Role of interest in Learning and Development written by K. Ann Renninger and published by Psychology Press. This book was released on 2014-02-04 with total page 423 pages. Available in PDF, EPUB and Kindle. Book excerpt: Interest is just emerging as a critical bridge between cognitive and affective issues in both learning and development. This developing "interest" in interest appears to be linked to an increasing concern for studying the individual in context, examining affective variables as opposed to purely structural features of text, analyzing the interrelationship of cognitive and social development, understanding practical applications of theories of motivation, and recognizing the importance of developmental psychology for the study of learning. This book addresses both how individual interest and interest inherent in stimuli (books, text, toys, etc.) across subjects affect cognitive performance. While the book's particular emphasis is on theory-driven research, each of the contributing authors offers a unique perspective on understanding interest and its effects on learning and development. As such, each has contributed a chapter in which particular questions in interest research are described and linked to a clearly stated theoretical perspective and recent findings. Relevant material from the broader literatures of psychology and education are analyzed in the context of these discussions. In addition, the introductory and concluding chapters build on the contributions to the volume by providing the basis of a coherent view of interest across genres such as stories and expository text, and domains as varied as play, reading, and mathematics.
Book Synopsis An Exploratory Action Research Study Investigating the Consequences of the Implementation of a Middle School Alternative Education Program by : Mark D. Foley
Download or read book An Exploratory Action Research Study Investigating the Consequences of the Implementation of a Middle School Alternative Education Program written by Mark D. Foley and published by . This book was released on 2008 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methods action research study investigated teacher-perceived consequences of the implementation of the Focused Support Program (FSP), a middle school alternative education program that sought to improve the academic performance of students at risk for failing multiple subjects. The FSP emphasized inclusion; students participated in co-taught mainstream classes in addition to alternative-students-only support classes. Student report card grades and disciplinary referrals were analyzed to determine whether they supported teacher perceptions. Four teachers from a suburban middle school bordering a city in the northeastern United States were interviewed and reported five positive and three negative consequences of FSP implementation. Positive consequences were reported as collaborative opportunities for teachers who instruct FSP students, increased classroom support, increased parental contact, improved academic performance, and positive relationships that developed between staff and students. Negative consequences were related to the degree of notoriety FSP students received from school staff, student individualized support, and different program expectations between FSP teachers and parents. Twenty-five FSP students from the same middle school formed the overall student sample, but the number of students included in each comparison varied according to individual participation in the area of analysis. Mean report card grades were compared across four semesters, as were mean discipline referrals. Paired t-tests identified statistically significant differences ( p
Book Synopsis The Black-White Test Score Gap by : Christopher Jencks
Download or read book The Black-White Test Score Gap written by Christopher Jencks and published by Brookings Institution Press. This book was released on 2011-01-01 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt: " The test score gap between blacks and whites—on vocabulary, reading, and math tests, as well as on tests that claim to measure scholastic aptitude and intelligence--is large enough to have far-reaching social and economic consequences. In their introduction to this book, Christopher Jencks and Meredith Phillips argue that eliminating the disparity would dramatically reduce economic and educational inequality between blacks and whites. Indeed, they think that closing the gap would do more to promote racial equality than any other strategy now under serious discussion. The book offers a comprehensive look at the factors that contribute to the test score gap and discusses options for substantially reducing it. Although significant attempts have been made over the past three decades to shrink the test score gap, including increased funding for predominantly black schools, desegregation of southern schools, and programs to alleviate poverty, the median black American still scores below 75 percent of American whites on most standardized tests. The book brings together recent evidence on some of the most controversial and puzzling aspects of the test score debate, including the role of test bias, heredity, and family background. It also looks at how and why the gap has changed over the past generation, reviews the educational, psychological, and cultural explanations for the gap, and analyzes its educational and economic consequences. The authors demonstrate that traditional explanations account for only a small part of the black-white test score gap. They argue that this is partly because traditional explanations have put too much emphasis on racial disparities in economic resources, both in homes and in schools, and on demographic factors like family structure. They say that successful theories will put more emphasis on psychological and cultural factors, such as the way black and white parents teach their children to deal with things they do not know or understand, and the way black and white children respond to the same classroom experiences. Finally, they call for large-scale experiments to determine the effects of schools' racial mix, class size, ability grouping, and other policies. In addition to the editors, the contributors include Claude Steele, Ronald Ferguson, William G. Bowen, Philip Cook, and William Julius Wilson. "
Book Synopsis Alternative Education by : Mario D. Fantini
Download or read book Alternative Education written by Mario D. Fantini and published by Garden City, N.Y. : Anchor Books. This book was released on 1976 with total page 520 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Perceptions of Georgia Alternative School Principals Regarding Their Leadership Preparation Programs by : Anterro A. Graham
Download or read book Perceptions of Georgia Alternative School Principals Regarding Their Leadership Preparation Programs written by Anterro A. Graham and published by . This book was released on 2024 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Alternative schools were characterized by numerous risk factors that impacted student learning, teacher retention, and access to essential resources. The implementation of self-efficacy was crucial in tackling and successfully finishing difficult tasks. Studies were scarce regarding the impact of school principals' self-efficacy on their leadership behaviors when running an alternative school. The purpose of this study was to investigate how principals perceived their self-efficacy, which was influenced by their participation in principal preparation programs in Georgia. Additionally, I examined the impact of self-efficacy on their leadership behaviors, the risk factors associated with leading an alternative school, and how principals conceptualized their leadership efficacy. The research questions highlighted that the data on leadership training programs mostly addressed collaboration, power sharing, connection development, communication, flexibility, and process orientation. Similar to principals of regular schools, principals of alternative school programs also benefitted from the unique support provided by universities, colleges, and school districts. It was crucial to have effective instructional involvement at all levels to develop a new curriculum specifically designed for alternative school principals. This curriculum should be characterized by increased communication between agencies, active engagement by cohorts nationwide, and the establishment of trust. Such measures were essential for increasing students' success in alternative schools. By persistently examining and implementing approaches to engage administrators in alternative school programs, we can enhance their ability to become accomplished alternative school principals with elevated self-efficacy.
