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ERIC Number: EJ800397
Record Type: Journal
Publication Date: 2007
Pages: 17
Abstractor: As Provided
Reference Count: 49
ISSN: ISSN-0951-354X
Learning to Appreciate At-Risk Students: Challenging the Beliefs and Attitudes of Teachers and Administrators
Calabrese, Raymond L.; Hummel, Crystal; San Martin, Teresa
International Journal of Educational Management, v21 n4 p275-291 2007
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A