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ERIC Number: ED535024
Record Type: Non-Journal
Publication Date: 2010
Pages: 222
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1249-0472-6
ISSN: N/A
Determining Teacher Expectations in an Urban School Environment Its Implications for Affecting Student Achievement
Deskins, Tanya H.
ProQuest LLC, Ed.D. Dissertation, Bowie State University
The purpose of this mixed method, Case Study research was to explore the teacher's perceptions, efficacy, and belief systems. The researcher using a primary survey and a collection of secondary extant data endeavored to uncover the teachers' responses for efficacy, beliefs and perceptions of student achievement. The Effective Schools (Edmonds, 1979) a research model for urban schools is the primary framework for this study. The Effective Schools Model supports the belief that school culture or climate of high expectations can influence student achievement. The Effective Schools model served to encourage underachieving schools through empowerment by: adapting their climate to meet effective schools guidelines; promoting a belief in high expectations; and in particular encourage teacher's sense of efficacy toward promoting student achievement. The high expectations of the teachers implementing the academic program have an impact on student achievement according to Tschannen-Moran and Hoy (2004). The secondary framework looked at the attributes of teachers to develop an in-depth understanding of their thinking process, perceptions and beliefs. Teacher's efficacy is an important tool in creating effective schools where all children are challenged and learn. The Teacher's Sense of Efficacy Survey (TSES) (Tschannen-Moran and Hoy, 2001) and the Quality School Review (Closure School, 2009) were completed by thirty-three elementary school teaching staff in a low socio-economic school in an urban center on the east coast of the United States. The extant documents provided an in-depth look at the characteristics of this school in restructuring through analysis of: school achievement data; the school's improvement status according to No Child Left Behind (NCLB) Annual Yearly Progress; and the reform initiatives for the school. The case study methodology was used by gathering both qualitative and quantitative data to support interpretation and analysis through triangulation. The significant findings of the study concluded staff is committed and willing to implement new strategies. The parents and community stand behind the school with confidence. The compilation of documents served as an anecdote about the school: what works; what needs to be improved; lessons learned; suggestions to surge forward; and more importantly what teachers say about themselves and their beliefs as they are at the helm leading change for improvement in student achievement. The extant documents provided a focus for a descriptive analysis through triangulation of the primary survey, Quality School Review (QSR) and the Comprehensive and Restructuring School plans which suggest teachers have a high sense of efficacy and are confident about their ability to motivate and encourage students. The triangulation of the three documents proved to promote the platform which empowers teachers to create environments that promote student achievement. Implications from the survey and extant documents offer specific responses to questions asked. Through the Comprehensive and Restructuring Plans guidance is developed in improving the structure and academics of the school. However, there were no indicators as to why students were not successful on assessments. Further research can conclude how to establish a cause for low achievement and lack of consistency in school assessment data when the staff and community feel confident in their efficacy and beliefs that they can improve student achievement. An in-depth study of the climate for high expectations and the effect of school and community culture may pinpoint crucial attributes of effective teachers that successfully promote student achievement. [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: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001