Dissertation/Thesis Abstract

Voices from the Asphalt: Teacher Expectations and Student Perceptions in an Urban High School
by Harris, Shauna, Ed.D., California State University, Long Beach, 2018, 164; 10824603
Abstract (Summary)

Urban high school educators continue to struggle with providing quality educational experiences that meet students’ varying needs. Socio-economic status plays a powerful role in the educational opportunities afforded to students in the United States. Low socio-economic status can have an impact on the types of educational experiences students encounter, which, in turn, influences student performance. Howard suggested the residuals of poverty, limited access to medical care, low-income status, and homelessness affect a student’s performance in school. Moreover, Gorski contended that low-income status students are likely to attend schools with inadequate resources and poorly trained teachers dealing with higher class sizes.

Using Purkey’s invitational education and the Teacher Expectation Student Achievement (TESA) conceptual framework as lenses for analysis, this mixed-methods study sought to examine the effects of teacher expectations and eleventh grade student perceptions on student engagement. Through teacher interviews, this study evaluated the causal factors that have developed teacher perceptions in one urban high school. It describes possible misconceptions, deficit views, and biases that influence expectations and their impact on student performance outcomes. Through student surveys, this study also explored the relationship between student perceptions of their learning experiences in school, teachers, and themselves and their impact on student engagement in the classroom.

Teacher interviews and student survey results provided deep insight into the overall culture of their school. Interviews provided a forum where teachers shared their stories and expressed experiences that they believed shaped their expectations of the students they teach. Student responses about their school, teachers, and themselves provided the researcher with a deeper understanding of the influences that may help or hinder student engagement.

Indexing (document details)
Advisor: Scott, James
Commitee: Symcox, Linda, Whitman, Robert
School: California State University, Long Beach
Department: Educational Leadership
School Location: United States -- California
Source: DAI-A 79/12(E), Dissertation Abstracts International
Subjects: Educational leadership, Secondary education
Keywords: High school, Purkey, William, Student perceptions, TESA, Teacher expectations, Urban education
Publication Number: 10824603
ISBN: 978-0-438-19663-6
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