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ERIC Number: ED527081
Record Type: Non-Journal
Publication Date: 2009
Pages: 204
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1245-2566-2
ISSN: N/A
Teacher Practices in a High Performing, Appalachian Rural High School
Estep, Steven A.
ProQuest LLC, Ed.D. Dissertation, University of Kentucky
The purpose of this exploratory case study was to identify, investigate, and describe factors that contributed to the academic success of Phelps High School, a rural, isolated, Appalachian high school in Pike County Kentucky. The academic index of the school in 2000 was 48% and in a six year period the academic index of the school improved to 94%. This case study described the activities and practices of teachers who were at the school in 2000 or hired to teach in the school between 2000 and 2002. After interviewing the participants, the data was analyzed using appropriate literature to assist in the identification and explanation of factors that emerged from the interviews. The analyses of the data obtained from the interviews allowed the researcher to develop five propositions about the factors that contributed to the academic improvement and success at Phelps High School. These propositions include the following: (1) the greater the attention of the principal to nurturing a collaborative school environment, the greater the likelihood that teachers will improve curriculum and instructional methods; (2) The more teachers work collaboratively to improve curriculum and instructional methods the greater the likelihood that students will learn at higher levels; (3) the greater the effort of teachers and administrators to establish interpersonal relationships with students in the school, the greater the likelihood that students become academically engaged; (4) the more student-centered the school, greater the level of student academic engagement; (5) the greater the level of student academic engagement, the higher the level of student academic performance; (6) the greater the emphasis on active learning, the higher the level of student academic engagement; (7) the greater the level of student engagement, the higher the level of student academic performance; (8) The greater the level of collaboration between and among teachers, the greater the commitment to continual improvement of instructional strategies; (9) the greater the commitment of teachers to continuous improvement of instruction, the higher the levels of student academic performance The aforementioned propositions allowed the researcher to develop a grounded theoretical explanation. Research findings of factors that influenced high student achievement are summarized in a grounded theoretical statement below: High performing, rural Appalachian schools that demonstrate high student achievement have principals who involve teachers and students in the school to create a more positive culture through teacher-student connections and professional learning communities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky