國立虎尾科技大學 |

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

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	"They're Not Used to Being Seen" :/
其他題名:	Teacher Reflections on Building Community and Belonging With High-Need Students.
作者:	Massuger, Celine.
面頁冊數:	1 online resource (155 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
Contained By:	Dissertations Abstracts International85-10A.
標題:	Teacher education. -
電子資源:	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:

1148451
Teacher 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.
LDR:03626ntm a22004217 4500 001 1146533
005 20240812064638.5
006 m o d
007 cr bn ---uuuuu
008 250605s2024 xx obm 000 0 eng d
020 $a 9798382316918
035 $a (MiAaPQ)AAI31240517
035 $a AAI31240517
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Massuger, Celine. $3 1471935
245 1 0 $a "They're Not Used to Being Seen" : $b Teacher Reflections on Building Community and Belonging With High-Need Students.
264 0 $c 2024
300 $a 1 online resource (155 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
500 $a Advisor: Casella, Lauren.
502 $a Thesis (Ed.D.)--Loyola Marymount University, 2024.
504 $a Includes bibliographical references
520 $a 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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Teacher education. $3 1148451
650 4 $a Educational evaluation. $3 555501
650 4 $a Educational psychology. $3 555103
650 4 $a Education. $3 555912
653 $a Alternative schooling
653 $a Classroom practices
653 $a Community building
653 $a Ethics of care
653 $a Sense of belonging
653 $a Teacher philosophy
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0530
690 $a 0443
690 $a 0525
710 2 $a Loyola Marymount University. $b Education. $3 1181583
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 85-10A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31240517 $z click for full text (PQDT)