Teachers Perceptions Of Their Students In Traditional And Non Traditional High Schools
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| Author | : Mary Anne Fogle |
| Publisher | : |
| Total Pages | : 140 |
| Release | : 2019 |
| Genre | : |
| ISBN | : |
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.
| Author | : Agnes Maria Resendez Slayman |
| Publisher | : |
| Total Pages | : 316 |
| Release | : 1997 |
| Genre | : |
| ISBN | : |
| Author | : Grant P. Wiggins |
| Publisher | : ASCD |
| Total Pages | : 383 |
| Release | : 2005 |
| Genre | : Education |
| ISBN | : 1416600353 |
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.
| Author | : Patrick Thomas Winters |
| Publisher | : |
| Total Pages | : 105 |
| Release | : 2015 |
| Genre | : Computer-assisted instruction |
| ISBN | : |
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.
| Author | : Douglas Sean Mcdaniel (Sr.) |
| Publisher | : |
| Total Pages | : 88 |
| Release | : 2014 |
| Genre | : |
| ISBN | : |
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.
| Author | : Roberta Block |
| Publisher | : |
| Total Pages | : 504 |
| Release | : 1981 |
| Genre | : |
| ISBN | : |
| Author | : Traci M. Cohen Dennis |
| Publisher | : |
| Total Pages | : 324 |
| Release | : 2018 |
| Genre | : African American students |
| ISBN | : |
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.
| Author | : Rolin Thierry |
| Publisher | : |
| Total Pages | : 1 |
| Release | : 1589 |
| Genre | : |
| ISBN | : |
| Author | : Lisa S. Zolper |
| Publisher | : |
| Total Pages | : 44 |
| Release | : 2002 |
| Genre | : Alternative education |
| ISBN | : |
| Author | : |
| Publisher | : |
| Total Pages | : 143 |
| Release | : 2020 |
| Genre | : Alternative schools |
| ISBN | : |
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.
