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Teachers Perceptions Of Their Students In Traditional And Non Traditional High Schools
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Book Synopsis Teachers' Perceptions of Their Students in Traditional and Non-traditional High Schools by : Mary Anne Fogle
Download or read book Teachers' Perceptions of Their Students in Traditional and Non-traditional High Schools written by Mary Anne Fogle and published by . This book was released on 2019 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the nature of any differences in the perceptions of teachers who taught in traditional and non-traditional high schools regarding instruction, engagement, and climate. Educators provided non-traditional environments to at-risk students; however, researchers found it difficult to define non-traditional programs. Negative bias followed non-traditional schools, discouraged some students from attending, and prevented them from benefiting from flexible schedules of non-traditional schools. The researcher used the Teacher Perception Survey on Instruction, Engagement, and Climate then utilized independent samples t-test to determine significant differences (p ≤ .05) existed in student behavior scores in a sample of 109 teachers. The means of the scores revealed teachers in the traditional schools perceived their students to have the agency to strive for success more so than non-traditional teachers perceived. No other significant differences existed in eight other subsections. Implications for practice and future research are identified.
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 Understanding by Design by : Grant P. Wiggins
Download or read book Understanding by Design written by Grant P. Wiggins and published by ASCD. This book was released on 2005 with total page 383 pages. Available in PDF, EPUB and Kindle. Book excerpt: What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
Book Synopsis High School Teacher Perceptions of Online and Traditional Instruction by : Patrick Thomas Winters
Download or read book High School Teacher Perceptions of Online and Traditional Instruction written by Patrick Thomas Winters and published by . This book was released on 2015 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined high school teachers' perceptions of online and traditional classroom instruction. Specifically, the study explored the influence that online teaching has on traditional classroom instruction, the influence that traditional classroom teaching has on online instruction, and the challenges teachers face in both instructional settings. Data were collected from 64 high school teacher participants across three public school districts in eastern Pennsylvania and those participants affiliated with one stand-alone virtual program that partners with school districts nationwide. This qualitative study incorporated the use of an electronic survey that included four open-ended response questions, as well as face-to-face and phone interviews to obtain data regarding the influence of traditional classroom and online instruction as well as challenges faced by teachers in both settings. The findings of this study indicated that the majority of high school teachers' instructional practices used in the online setting influence traditional classroom teaching practices even though participants believed that online instruction was not more effective than traditional classroom instruction. However, the findings also indicated that a large percentage of those same high school teachers believed that the traditional classroom instruction they use influenced online teaching practices and that their instruction in the traditional classroom setting was more effective than the instruction used in the online setting. The findings of this study also revealed that the instructional challenges faced in the traditional classroom and online settings are different and that some adapted communication strategies are problematic in the online setting whereas other strategies are not. This study demonstrated the ability to analyze the influence that traditional classroom and online instruction have on one another.
Book Synopsis Qualitative Methods in Research on Teaching by : Frederick Erickson
Download or read book Qualitative Methods in Research on Teaching written by Frederick Erickson and published by . This book was released on 1985 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 What is Alternative about Alternative Schools? by : John L. Cook
Download or read book What is Alternative about Alternative Schools? written by John L. Cook and published by . This book was released on 2003 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Perceptions of Collective Faculty Trust in Charter Schools and Traditional Public Schools by : Douglas Sean Mcdaniel (Sr.)
Download or read book Teacher Perceptions of Collective Faculty Trust in Charter Schools and Traditional Public Schools written by Douglas Sean Mcdaniel (Sr.) and published by . This book was released on 2014 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Research dedicated to understanding the effects of charter schools on student outcomes has yielded mixed results. Some findings indicate increased levels of student achievement in charter schools as compared with traditional public schools and some findings indicate lower levels of student achievement in charter schools as compared to traditional public schools. What is not known is teacher perceptions of cultural conditions in charter schools that could potentially influence student outcomes. This exploratory study compared teacher perceptions of collective faculty trust in the charter school where they are currently teaching and their perceptions of collective faculty trust based on previous teaching experience in traditional public schools. Paired samples t-tests were conducted to compare the means of each paired sample. Findings included statistical significance (2-tailed) at .000 for all four paired samples that were analyzed. These findings support the hypotheses that teachers who have taught in both charter schools and traditional public schools perceive higher overall collective faculty trust in charter schools and that perceptions of collective faculty trust of the principal, colleagues and clients is also higher in charter schools than in traditional public schools where they have taught. These findings may provide a foundation for further research investigating why some charter schools are successful and others are not. Additionally, the study may guide policy makers, law makers, and state department officials as they contemplate charter school expansion.
Book Synopsis Superintendents' Perceptions of the Impact of the Alternative School Movement on the Educational Mainstream by : Roberta Block
Download or read book Superintendents' Perceptions of the Impact of the Alternative School Movement on the Educational Mainstream written by Roberta Block and published by . This book was released on 1981 with total page 504 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Second Chance by : Traci M. Cohen Dennis
Download or read book A Second Chance written by Traci M. Cohen Dennis and published by . This book was released on 2018 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many urban school districts in the United States now offer students nontraditional placement options. The alternative school is an option for students who have dropped out of the traditional high school, have academic or behavioral challenges or have been expelled. As African American students in urban school districts are currently overrepresented in alternative schools, the problem this study addressed was the need to better understand the lived experiences of African American students in these settings. The study specifically focused on 18-24-year-old students and examined how their perceptions of the school environment, their educational opportunities and their teachers impacted their achievement, motivation and educational outcomes. To capture diverse perspectives, participants were selected from two alternative schools in a large urban school district in the Northeast region. Data were collected through one on one and focus group interviews, classroom observations and field notes. Through an examination of the lived experiences and perceptions of African American students in these settings, the researcher endeavored to understand whether alternative high schools are meeting African American students' educational needs. The research questions that were examined are: (1) How do African American students in urban secondary alternative schools describe their lived experiences related to success, empowerment and motivation, (2) How do African American students in urban secondary alternative schools perceive the environment/culture and the educational opportunities available to them, and (3) How do African American students in urban secondary alternative schools describe the teachers who push them to excel and succeed? The six emerging themes from this study were: a) maturity and self-advocacy; b) a better opportunity/a positive climate; c) feeling respected and heard; d) it takes a village; e) relevant and rigorous instruction; and f) absence of discontinuity. Study participants reported that caring and supportive relationships with teachers, staff and administrators, a positive school climate and multiple options and resources in alternative schools have helped them to overcome challenges that they face. The participants also noted culturally responsive teaching, school cohesion and cultural congruity as factors which contribute to their motivation and success and keep them on track to graduate despite obstacles that they encounter.
Book Synopsis De la constance requise aux afflictions des miseres de ce temps by : Rolin Thierry
Download or read book De la constance requise aux afflictions des miseres de ce temps written by Rolin Thierry and published by . This book was released on 1589 with total page 1 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Students' Perceptions of Their Teachers in Traditional and Alternative Programs by : Lisa S. Zolper
Download or read book Students' Perceptions of Their Teachers in Traditional and Alternative Programs written by Lisa S. Zolper and published by . This book was released on 2002 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Perceptions of Students of Color About Their Experience in an Alternative High School by :
Download or read book Perceptions of Students of Color About Their Experience in an Alternative High School written by and published by . This book was released on 2020 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: Public schools in Oregon have been struggling to include students of color and teachers of color for so long. Students of color represent more than one third of the school population, yet remain underserved, underrepresented, and over disciplined. Most of their teachers and support staff are White; the teachers of color represent less than 8% of the teaching staff. The students of color attend comprehensive high schools that generally ignore them--or push them out. Some students of color end up in alternative schools. My problem of practice was the oppression of students of color in urban schools. Specifically, my research problem focused on their experiences in an alternative high school. The purpose of my study was to describe and explain the perceptions of students of color about their experiences in that alternative high school. Using a critical race framework and phenomenological inquiry, I conducted nine interviews with three students of color who consented to a three-interview series in one month. Data analysis led to the identification of four themes: learning in an alternative school; welcoming and accommodating environment; lived experiences in alternative school, and absence of dominant discourse. My findings aligned with the tenets of critical race theory as they show that students of color were not welcome in the education system; they also reflected the findings evident in the research literature. My study revealed that schools should not focus on contents only, but should also use content to teach for diversity, equity, inclusion, and social justice.
Book Synopsis Tenured High School Teachers' Perceptions of Their Professional Growth when Using an Alternative Form of Teacher Evaluation by : Lisa R. Black-Gomez
Download or read book Tenured High School Teachers' Perceptions of Their Professional Growth when Using an Alternative Form of Teacher Evaluation written by Lisa R. Black-Gomez and published by . This book was released on 2002 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Influence of School Level on Perceptions of Components of Professional Learning Communities in Traditional Public Schools by : Jennifer Metz Hollingsworth
Download or read book The Influence of School Level on Perceptions of Components of Professional Learning Communities in Traditional Public Schools written by Jennifer Metz Hollingsworth and published by . This book was released on 2020 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to compare the influence of school level to schools' perceptions of school leadership, instructional practice and support, and professional development, components of professional learning communities. Participants included traditional public schools serving students in kindergarten through twelfth grade in North Carolina. Instrumentation for the study included select questions from the North Carolina Teacher Working Conditions survey and the Active LEA (School District) School Report from the North Carolina Department of Public Instruction. Designed as an ex-post facto causal comparative study, a two-sample t-test between percents was used to analyze the data. No significant differences in teacher perceptions in any of the studied components of professional learning communities when comparing elementary school to middle school, elementary school to high school, or middle school to high school. The researcher failed to reject all nine hypotheses for the study indicating that while the methods teachers use to meet the needs of the learners and the learners vary, the practices involving professional learning communities are perceived to be the same among North Carolina public school teachers. This study aims to add quantitative support to the existing literature for implementation of improving upon professional learning communities in schools. Recommendations for further study include widening study participants to include private schools, charter schools, and those that do not serve traditional students, examining locality as a factor, including results from prior survey administrations and survey administrations since 2016 to look for trend data, and using teacher demographics as a variable to examine teacher perceptions.
Book Synopsis Handbook of Research on Schools, Schooling and Human Development by : Judith L. Meece
Download or read book Handbook of Research on Schools, Schooling and Human Development written by Judith L. Meece and published by Routledge. This book was released on 2010-06-10 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children’s development and to describe various models and methods for studying schooling effects. Key features include: Comprehensive Coverage – this is the first book to provide a comprehensive review of what is known about schools as a context for human development. Topical coverage ranges from theoretical foundations to investigative methodologies and from classroom-level influences such as teacher-student relations to broader influences such as school organization and educational policies. Cross-Disciplinary – this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy. Chapter Structure – to ensure continuity, chapter authors describe 1) how schooling influences are conceptualized 2) identify their theoretical and methodological approaches 3) discuss the strengths and weaknesses of existing research and 4) highlight implications for future research, practice, and policy. Methodologies – chapters included in the text feature various methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods.
