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ERIC Number: ED557001
Record Type: Non-Journal
Publication Date: 2014
Pages: 167
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3039-6018-5
Successful Pedagogical Practices of Elementary Teachers of Homeless Students: A Case Study
Pickles, Kimberly Owen
ProQuest LLC, Ed.D. Dissertation, The College of William and Mary
The purpose of this research study is to examine the instructional practices of teachers who are currently teaching homeless students in their classroom. This study identified eight teachers in two suburban elementary schools that have students in their current classrooms that are experiencing homelessness. In addition, the research study explored the needs considered and strategies that teachers use to differentiate and accommodate their instructional practices to maximize achievement for these students. Qualitative data was collected by a study of teacher interviews through collective ethnographic case studies. Additionally, quantitative data was collected through evaluator observations of the selected classrooms to observe the differences between the identified students and the students not experiencing homelessness. Additional artifacts were submitted from teachers to support data collection. This study revealed key themes of successful pedagogical practices of elementary teachers with instructional strategies and non-instructional strategies. These themes included instructional strategies of planning, learning groups, and homework modifications. Non-instructional strategies included themes of relationships, supports, and needs. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A