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"They're Not Used to Being Seen" : = Teacher Reflections on Building Community and Belonging With High-Need Students.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	"They're Not Used to Being Seen" :/
Reminder of title:	Teacher Reflections on Building Community and Belonging With High-Need Students.
Author:	Massuger, Celine.
Description:	1 online resource (155 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
Contained By:	Dissertations Abstracts International85-10A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798382316918

"They're Not Used to Being Seen" : = Teacher Reflections on Building Community and Belonging With High-Need Students.
Massuger, Celine.

"They're Not Used to Being Seen" :Teacher Reflections on Building Community and Belonging With High-Need Students. - 1 online resource (155 pages)

Source: Dissertations Abstracts International, Volume: 85-10, Section: A.

Thesis (Ed.D.)--Loyola Marymount University, 2024.

Includes bibliographical references

In today's education context, not all young people are able to complete their high school education. In fact, in 2016, the number of low-income young people ages 16 to 24 years who did not complete high school or were not enrolled in high school was 3.7 times higher than those of high-income families (McFarland et al., 2018). This may be due to discipline policies, conflicts with teachers and administrators, and other factors creating a poor school climate. The COVID-19 pandemic further created a sense of isolation amongst many students, causing disengagement from traditional approaches and revealing a need for an increased focus on community building. Sense of belonging is an important factor impacting school climate, academic outcomes, and well-being for students. However, research regarding the practices which foster belonging is limited. This qualitative study investigated teacher perceptions of sense of belonging in their context, as well as the classroom and school-wide practices that influence and foster a sense of belonging with their students. Findings suggest that student belonging is observable, impacted by previous schooling experiences, and fostered through caring, relational practices. Findings reveal effective classroom and school-wide practices linked to elements of critical hope that teachers used in order to build a sense of belonging with their students. Findings culminate in a graphic displaying these practices which could serve as a framework for implementation. In order to create classroom environments that empower students, the findings suggest the need for teachers to apply practices such as setting community agreements; embracing student-centered, collaborative instruction; and having hard conversations instead of removing students from class. This research indicates the need for school site leaders to review existing school policies and practices to be more inclusive of high-need students. The findings also suggest that policy makers allocate increased funding for schools to become community centers, allowing them to better foster social interaction and recreational activities.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382316918Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Alternative schoolingIndex Terms--Genre/Form:

554714
Electronic books.

"They're Not Used to Being Seen" : = Teacher Reflections on Building Community and Belonging With High-Need Students.
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