Learning to appreciate at‐risk students Challenging the beliefs and attitudes of teachers and administrators

Learning to appreciate at‐risk students Challenging the beliefs and attitudes of teachers and... Purpose – The purpose of this paper is to examine the issue of at‐risk students in a rural district in Midwestern USA. Design/methodology/approach – This field‐based research study used a qualitative embedded case study of a middle and high school informed by an appreciative inquiry theoretical research perspective to identify a positive core of teacher and administrator experiences related to at‐risk students. At‐risk students are those who under‐perform in mandated academic assessments as well as school‐related academic achievement. Social capital and appreciative inquiry served as theoretical perspectives. Focus groups, semi‐structured interviews, and an online survey were the primary data‐gathering methods. Findings – Three findings illustrated the gap between present practice and the ideal state. The research team concluded that there was a foundation of positive core experiences from which to build on the espoused theory of caring professed by teachers and administrators. Originality/value – The study's results can further teachers' and administrators' understanding of their problem‐based language that emphasizes the deficits of at‐risk students and their parents. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Educational Management Emerald Publishing

Learning to appreciate at‐risk students Challenging the beliefs and attitudes of teachers and administrators

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Publisher
Emerald Publishing
Copyright
Copyright © 2007 Emerald Group Publishing Limited. All rights reserved.
ISSN
0951-354X
DOI
10.1108/09513540710749500
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to examine the issue of at‐risk students in a rural district in Midwestern USA. Design/methodology/approach – This field‐based research study used a qualitative embedded case study of a middle and high school informed by an appreciative inquiry theoretical research perspective to identify a positive core of teacher and administrator experiences related to at‐risk students. At‐risk students are those who under‐perform in mandated academic assessments as well as school‐related academic achievement. Social capital and appreciative inquiry served as theoretical perspectives. Focus groups, semi‐structured interviews, and an online survey were the primary data‐gathering methods. Findings – Three findings illustrated the gap between present practice and the ideal state. The research team concluded that there was a foundation of positive core experiences from which to build on the espoused theory of caring professed by teachers and administrators. Originality/value – The study's results can further teachers' and administrators' understanding of their problem‐based language that emphasizes the deficits of at‐risk students and their parents.

Journal

International Journal of Educational ManagementEmerald Publishing

Published: May 22, 2007

Keywords: Students; Social capital; Teachers; United States of America

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