Dissertation/Thesis Abstract

A Phenomenological Study of Certain Contextual Factors that May Shape the Perceptions and Strategies Employed by Teachers Who Have Been Successful in Working with High Needs/Low Performing Students
by Shilling, Stanley R., Ed.D., Shippensburg University, 2018, 104; 13422478
Abstract (Summary)

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.

Indexing (document details)
Advisor: Brunner, Rhonda
Commitee: Fowler, Gerald, Powers-Costello, Elizabeth
School: Shippensburg University
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
Publication Number: 13422478
ISBN: 9781085736886
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