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首页> 外文学位 >A comparison of student and teacher perceptions related to teaching and learning conditions in high-performing and low-performing Title I high schools in Alabama.
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A comparison of student and teacher perceptions related to teaching and learning conditions in high-performing and low-performing Title I high schools in Alabama.

机译：比较阿拉巴马州高绩效和低绩效的Title I中学中与教学条件有关的学生和老师的看法。

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摘要

The purpose of this quantitative study was to identify conditions that are favorable in promoting the academic achievement of children living in poverty by comparing perceptions of teaching and learning conditions in Title I high schools in Alabama that achieved Adequate Yearly Progress (AYP) and Title I high schools that did not achieve AYP. The subjects for this study were selected based on the percentage of poverty students in school populations. Only data from Title I high schools that completed the PRIDE Teaching Environment Survey (TES) and the PRIDE Learning Environment Survey (LES) were included in the presentation of findings. Furthermore, responses related to school climate, teacher respect, and school safety provide statistical evidence for this research study.;The findings of this research study indicated that teachers in AYP schools and non-AYP schools believe that students know their teachers care about them. However, there is a stronger variation among perceptions of mutual trust in the school community between AYP teachers and their colleagues in non-AYP schools. Largely, students showed very little variation in their responses about learning conditions in both populations. With exception to school safety, school climate and teacher respect were two variables with nearly equal results representative of the student populations completing the PRIDE surveys. The overall differences between AYP and non-AYP schools were not exceptional in most cases; however, perceptual differences exist. The findings, based on teacher and student perceptions, make a major statement about school safety and discipline, community, trust, and student pride. AYP schools are doing something right in pursuit of reaching college-and-career readiness goals and in identifying conditions that are favorable in promoting the academic achievement of children living in poverty.;In supporting the success of students living in poverty, making the high-school experience more practical and engaging for all students may support learning at higher levels for both high-performing and low-performing populations and reduce student apathy. With fewer than 60% of students responding favorably that teachers make all students feel like they belong at school, it is important to recognize that engagement and acceptance are important factors in the lives of students facing financial poverty. Furthermore, teachers are not the only individuals who must buy-in to norms and program goals; students must also buy-in to the expectations and goals in the school community.
机译：这项定量研究的目的是，通过比较阿拉巴马州第一类高中取得了适当的年度进步（AYP）和第一类高中的中学对教与学条件的看法，找出有利于促进贫困儿童学习成绩的条件未达到AYP的学校。本研究的主题是根据贫困学生在学校人口中所占百分比选择的。调查结果的陈述中仅包括完成PRIDE教学环境调查（TES）和PRIDE学习环境调查（LES）的Title I高中的数据。此外，与学校气氛，教师尊敬和学校安全有关的回应为该研究提供了统计依据。该研究结果表明，在AYP学校和非AYP学校的老师相信学生知道他们的老师在乎他们。但是，AYP教师与非AYP学校的同事之间在学校社区中的相互信任感之间存在更大的差异。在很大程度上，学生对两种人群的学习条件的反应几乎没有差异。除学校安全外，学校气氛和教师尊敬是两个变量，几乎相等的结果代表完成PRIDE调查的学生人数。在大多数情况下，AYP学校与非AYP学校之间的总体差异并不罕见。但是，存在感知差异。这些发现基于教师和学生的看法，对学校的安全和纪律，社区，信任和学生的骄傲做出了重要声明。 AYP学校正在做一些正确的事情，以实现大学和职业生涯的准备目标，并确定有利于促进贫困儿童学习成绩的条件。在支持贫困学生的成功，对所有学生更具实践性和吸引力的学校体验可以为高水平和低水平人群提供更高水平的学习机会，并减少学生的冷漠感。由于只有不到60％的学生对老师给所有学生的感觉良好，他们对所有学生的感觉都像在学校一样，因此重要的是要认识到参与和接受是面对经济贫困学生生活的重要因素。此外，教师不是唯一必须接受规范和课程目标的人；学生还必须接受学校社区的期望和目标。

著录项

  • 作者

    Starks, Quesha Shenique.;

  • 作者单位

    Alabama State University.;

  • 授予单位 Alabama State University.;
  • 学科 Education Leadership.;Education Evaluation.;Education Tests and Measurements.
  • 学位 Ed.D.
  • 年度 2013
  • 页码 113 p.
  • 总页数 113
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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