Dissertationen zum Thema „Support in education“

This study intends to determine to what extent, if at all, the practices used in one urban school district in Southern California servicing high populations of socioeconomically disadvantaged students have on the academic achievement of students who are considered homeless under the McKinney-Vento Homeless Assistance Act. A quantitative analysis of the academic performance of homeless students in both English Language Arts and Mathematics on the California Standards Test was used. In addition, a survey was used to capture the perceptions of existing practices in schools. Interviews were conducted to gain the perceptions of site principals and district administrators to learn what they believe are the existing practices contributing to the academic performance of their homeless student population.

The following areas provided background and understanding of the academic needs of homeless students: (a) history of federal legislation (b) federal and state funding and national effort to end the cycle of homelessness (c) accountability for academic achievement (d) successful academic practices as well as the best practices to support the social-emotional needs of homeless students, and, (e) the perceptions of educators and administrators who work with students in homeless situations. Based on the research, the important factors to consider are the needed socialization and relationship-building component that provides homeless students with stability and a connection with the school as well as the teacher and staff awareness and sensitivity needed when working with homeless students.

The results demonstrated three significant areas to consider when educating homeless students; having an awareness of homeless students, accountability and monitoring of homeless students, and the social-emotional organizational practices in place to support these learners.

Recommendations included district level professional development focused on the special needs of homeless students as well as providing school principals with academic data on their homeless student population. Secondly, identifying homeless students in a web based data system for teacher review. Thirdly, site based professional development for both certificated and classified staff to provide strategies in working with student who face homelessness. Finally, to develop a district wide counseling partnership with outside consultants or city resources to allow for more on-site counseling services.

This qualitative study investigated information sharing practices between two Southern California comprehensive high schools and an offsite career training (CT) school with a focus on students with disabilities (SWD). The case study approach examined how student information is communicated in support of new federal and state policies related to college and career preparedness. Bolman and Deal’s Four Frame Model served as the theoretical framework. The 12 participants included special education teachers, career technical teachers and administrators of curriculum and instruction. Findings included organizations operate separately, resulting in minimal teacher input in individual education plan (IEP) development and implementation, lack of targeted professional development for teachers at both organizations, and lowered expectations of SWD. Implications and suggestions for leadership to align structures and promote collaboration to facilitate SWD learning are examined.

Many school districts are utilizing instructional coaches to support teachers as they implement their professional learning in the classroom. This study examined teachers’ perceptions of effective instructional coaching practices to gain insight about which aspects of instructional coaching teachers find most supportive in implementing change in the classroom. Adult learning theory, andragogy, was used as the theoretical framework guiding this study. Survey data from the Perceptions of Coaching Survey (PCS) was collected from 116 teachers across six states. These teachers were engaged in professional development on supporting English learners and were receiving follow-up coaching support from their district. Five participants were interviewed to further investigate teachers’ perceptions of coaching practices. Two maintained a month-long journal to reflect on any coaching interactions that occurred. The findings of this study revealed that teachers perceive coaching to have a positive impact in supporting the implementation of change in the classroom, and a primary theme emerged that coaching aims to improve instruction. The aspects of coaching that teachers were most satisfied with focused on implementing classroom strategies including having a coach modeling strategies in the classroom, being observed and receiving feedback from a coach, and watching fellow colleagues teaching the same things. Teachers also identified desirable qualities of coaches, including knowledge, trustworthiness, confidence, positivity, and flexibility from a supportive and consistent, non-administrative presence in the classroom. Teachers reported that what they learn from coaching applies to their current teaching situation and that coaching motivates them to try new things in the classroom.

This ethnographic study addressed two effective programs designed to assist first-time underrepresented college students navigate and successfully graduate from a private four-year university. This study also addressed how small universities can often reach out to first-generation college students even when these students apply too late for special programs. It focuses on incoming-freshmen on their first semester of their freshmen year and on Alumnae. I explore how students’ transitions from high school to a four-year university are bounded by a variety of factors within the school's structural organization. By taking an anthropological framework, my qualitative research explores behavior and perspectives about the transition of First Generation College students (FGCs) and how support systems can enable these students to stay enrolled in college.

Findings indicate four major themes that enabled students to successfully graduate or enroll into the subsequent semester: 1) social support; 2) social capital; 3) importance of mentor, 4) importance of FGCs programs. The research process utilizes participant observation and interviews in uncovering the role that these support programs play in the transition of these students. Questions were posed for further research and recommendations were made for implementation by the university programs evaluated in this thesis.

With the start of every school year, new teachers enter classrooms across our country filled with excitement surrounding the impact they hope to have on students. Some teachers discover that teaching at the elementary level can often times involve more than teaching and loving children. The expectations, demands, and time constraints put on new teachers can become overwhelming and even lead some to leave the field of education early on in their career.

In regards to the teacher attrition rate, this study identified reasons why so many aspiring and newly employed elementary teachers leave their chosen profession so early in the game. The research also identified factors that encourage new teachers to remain in the classroom.

This active research focused on students enrolled at or recently graduated from the Lindenwood University Education Program in St. Charles, Missouri. The researcher studied soon to be and newly hired teachers in order to identify connections or disconnects between the perceptions of becoming a teacher as compared to the reality of the actual job. The qualitative study, over a span of three years, analyzed the results of both surveys and interviews that were developed by the researcher. Findings focused on teacher frustration and satisfaction in respect to both university preparation and school/district support.

The key areas that called for attention by beginning teachers included: 1) the need for more time to plan, communicate, handle additional responsibilities, and learn curriculum and resources, 2) the need for support including a mentor and grade level team to collaborate with along with a principal to connect with, 3) more training on how to teach and support special needs students and implement accommodations, 4) encouragement to overcome a dissolving sense of self-fulfillment, and 5) the need for strategies to efficiently handle responsibilities beyond teaching curriculum that take time from teaching such as supervision, meetings, parent communications, and more. Recommendations call for, first and foremost, ways to provide more time for dedicated new teachers to do the job well.

First-generation, low-income, and disabled college students are an increasing population (Tinto, 2012). TRIO Student Support Services (SSS) is an academic support program funded by the U.S. Department of Education that seeks to support this demographic to overcome challenges and thrive while in college (Coffman, 2011). Utilizing a mixed methods approach, the goal of this study was to examine the student success outcomes of retention and grade point average of TRIO SSS students compared to students who are similarly qualified but not being served by TRIO SSS at a Midwestern, large, public, four-year institution. In addition, TRIO SSS seniors were interviewed during focus groups. During focus groups, students reflected on their overall programmatic experiences in TRIO. A total of 1,913 students were involved in the quantitative analysis, and 16 TRIO seniors participated in the focus groups. Data analysis resulted in the emergence of four major themes: (a) relationships, (b) loyalty, (c) trust, and (d) transformation. These findings were consistent with other studies conducted within the scope of Tinto’s (2012) theory of student retention. All of the interview participants identified a profound and personal emotional connection to their time in TRIO SSS. This study was significant due to the lack of previous research that couples the experiences of students with quantitative data. Implications for practice included, but were not limited to, stronger support for first-generation students through a range of campus partnerships and initiatives. Recommendations for future research included expanding this study by examining TRIO programs at other institutions and gathering perceptions of first-generation students through multiple focus groups.

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 6: Submitted.

Educational reform movements set ambitious goals for student learning. Numerous factors contribute to students achieving these goals. It has been widely understood that “the increasing emphasis on quality of teaching and learning has placed new demands on staff development, and the search for models and methodologies which are promising for professional development of academic staff has become an important agenda in itself” (Ho, A.,2001 P.35). Effective changes in practice require a great deal of learning on the part of teachers and an even greater amount of support and guidance from administrators (Borko, 2004, Putnam & Borko, 2000).

Problematic practices in hiring and staffing make it difficult, albeit impossible, to provide an equal distribution of qualified teachers in high poverty districts and schools serving minorities. Contributing to the problem of teacher inequality and underqualified teachers is the phenomenon of out-of-field teaching- a term in reference to certified or qualified teachers who were teaching a subject in which they had no formal qualification or training (Hobbs, 2013). These teachers often receive little training and support and therefore find it difficult to experience success.

Through qualitative interviewing this study seeks to explore the perceptions of out-of-field teachers and mentors and understand how they make meaning of their experiences. Five themes emerged from the study: ineffective training and professional development, desire for success, buy in, time, and support.

Teachers and mentors want professional development that is meaningful to the work they do in the classroom. Educators, especially those teaching out-of-field, need training that is intense, focused and content oriented. Buy in is vital to any professional training. Out-of-field teachers want to be included in the decision-making as to what professional development they receive.

From this study, it was learned that it is a teacher’s priority to make sure they are teaching content standards from day-to-day. The participants identified a lack of support as an inhibitor to that implementation. This concern for the lack of professional support among the participants bares out much of the research (Borko, 2014. Hobbs, 2015, Darling-Hammond, 2002, Ingersoll, 1999). Out-of-field teachers are highly committed to the students and communities they serve. With focused and intense training, close monitoring, time to observe skilled content area teachers, and strong support from building and district administrators, out-of-field teachers can become effective educators when teaching outside their area of expertise.

This study examines how students who are experiencing reading difficulties in school are being supported. Topical interviews were conducted with eight special education administrators focusing on how their school district addresses students who are experiencing reading difficulties. Three major findings emerged through a qualitative coding process: (1) Reading support for students who are struggling to read before the referral process (general education students) includes a pre-referral process that usually consists of the reliance and focus on a purchased reading program in the participating districts. These programs typically focus on isolated skills and minimize meaningful reading and writing experiences within the context of the framework of the federal policy, Response to Intervention (RtI). I learned about how district administrators implement mandated RtI policies, including pre-referral intervention structures. (2) Special education administrators usually develop their descriptions of the roles, expertise, and service provision of the classroom teacher, literacy specialist, and special education teacher from the position of either prior to or after the referral process. Participating administrators spoke in-depth about their views the roles of the reading teacher/literacy specialist, general education, and special education teacher and how these types of professionals come together inside and outside of the general education classroom to provide reading support. Specifically, students are not always supported by the reading specialist or professionals that possess literacy expertise. (3) The nature of collaboration among professionals, specifically literacy specialists, is influenced by the resources available to the district, including availability of literacy specialists. The more resources available to the district, the more collaboration occurs among professionals, and more professionals are available to support students who are struggling.

Implications of this study suggest that school districts include literacy specialists when making instructional decisions about students who struggle with reading. School districts should consider focusing on professional collaboration as a district initiative in order to develop opportunities to increase professional collaboration district-wide. Additionally, school districts should consider comprehensive reading support to include both skills-based and meaning-making learning events, not limiting the district’s use of programs to those outlined by policy. These reading supports should be contextualized within meaningful learning experiences, especially for less experienced or readers who struggle. Additionally, there are policy implications for governing bodies and school districts in terms of equitable resources for supporting the literacy development of students struggling to read.