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The Effect Of Teachers’ Expectations And Perceptions On Student Achievement In Reading For Third And Fifth Grade Students, Alfreda Ragland Williams
The Effect Of Teachers’ Expectations And Perceptions On Student Achievement In Reading For Third And Fifth Grade Students, Alfreda Ragland Williams
Dissertations
All too often, a student’s lack of success is blamed on his or her background, and/or the parent or the parent’s educational level. Many factors such as socioeconomic conditions, student behaviors, attendance, and teacher demographics can directly or indirectly affect class environment, classroom management, interaction with students, and equal treatment of students. In addition, a teacher’s perception of students plays a vital role in the teacher’s expectations, interactions, and relationships with his or her students. The purpose of the study was twofold. First, this study investigated the relationship between teachers’ expectations of equal treatment of students, class environment, interaction with …
A Comparative Case Study Of Factors Distinguishing Between High And Low-Performance On Reading Achievement In Elementary Rural Appalachian Schools, Jennifer Renee Chambers
A Comparative Case Study Of Factors Distinguishing Between High And Low-Performance On Reading Achievement In Elementary Rural Appalachian Schools, Jennifer Renee Chambers
Online Theses and Dissertations
This qualitative comparative case study identified factors that distinguish between high and low-performance on reading achievement in elementary rural Appalachian schools. This study determined the most effective instructional reading strategies, as well as other influential factors, implemented by school districts in the rural Appalachia area with similar student demographics and economic disadvantages. Data were collected through interview questions to assess the staffs' perceptions of their school's instructional program, leadership strategies, and teaching methods. The researcher also conducted observations of classrooms during reading instruction to determine practices being used. Results indicate high teacher morale, teacher efficacy, supportive leadership, meaningful professional development, …