Educating high needs/low performing students in the public education setting has proved challenging. Student success can sometimes be traced to a specific teacher or approach. Some teachers have demonstrated greater success in fostering learning with this population than others. The purpose of this phenomenological study was to better understand the perceptions and the strategies employed by teachers identified as being successful in fostering learning with high needs/low performing students. Stated another way, this study looks at what certain teachers are doing in how they approach and structure the learning experiences for these groups of students. The process of this study involved individual, confidential interviews with four teachers who were identified by their principal as being successful in fostering learning with high needs/low performing students. These teachers were from the same high school which has an enrollment of approximately 910 students, 30% of which are classified as economically disadvantaged and 10% as minorities. The Aid Ratio (AR) of this school district was .5528 indicating average relative wealth in comparison to other school districts within this state. Throughout the course of this study the themes of student self-perceptions, reframing learning, including/engaging, caring/respect and growth orientation emerged. The data gained through these teacher interviews may provide educators and school districts with insights into the thinking and planning needed to experience success with high needs/low performing students.
|Commitee:||Fowler, Gerald, Powers-Costello, Elizabeth|
|Department:||Educational Leadership and Special Education|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 81/2(E), Dissertation Abstracts International|
|Subjects:||Educational administration, Educational leadership|
|Keywords:||High needs/low performing, Learning environment, Pathways to success, Strengths based, Successful, Teacher's perceptions|
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