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Research shows that teachers hold different expectations for different students and these varying expectations influence students’ academic performance (Good & Brophy, 1997; Jussim, Smith, Madon, & Palumbo, 1998; Rubie-Davies, 2007; Rubie-Davies, Hattie, Townsend, & Hamilton, 2007). Teachers form expectations of students based on personal beliefs about individuals’ capabilities (Rubie-Davies, 2015). Teachers’ differential expectations for students can have positive and negative influences on student learning opportunities and their future potential (Weinstein, 2002). The purpose of this action research study was to better understand if gifted second-graders perceive their teachers’ expectations and if there is a difference in their academic performance or classroom behavior. The research focused on observing and interpreting ideas from the perspectives and experiences of the six gifted second-graders. The innovation focused on the voice of the students in making change in their classroom environment. It focuses on classroom observations and reflections of the six participants to discuss their thoughts and feelings about their perceptions about their teachers’ expectations. The greater purpose behind the design of the innovation was to provide a space where students could share their thoughts, feelings, and ideas, without fear of punishment from their teachers. Participants shared their ideas through online selfie videos in order to inform teachers’ practice. Data were available from several sources including the Teacher Treatment Inventory questionnaires, transcriptions from interviews, and videotaped lessons. The study aimed to determine: (1) How do gifted second-graders perceive to understand and respond to the varying expectations of their teachers for their academic success? and, (2) How do the varying expectations of teachers’ impact the classroom learning of gifted second-graders? Findings suggest teachers with low expectations for their students establish a climate of failure, but teachers that value their students’ abilities create a climate of success. Students achieve more when their teachers have purposeful and clear expectations. As indicated by the literature, when teachers listen to student voice in classrooms, it improves students’ morale. Creating an inclusive social learning environment in a gifted classroom requires teachers to build their classrooms around student voice to enhance the supportive and caring environment (Fraser & Gestwicki, 2012).
ContributorsZichichi, Tara (Author) / Dinn-You Liou, Daniel (Thesis advisor) / Lansdowne, Kimberly (Committee member) / Coleman, Karen (Committee member) / Arizona State University (Publisher)
Created2018
Description
This study re-frames learning disabilities (LD) through the emotion-laden talk of four Latina/o students with LD. The research questions included: 1) What are the emotion-laden talk of Latina/o students about being labeled with LD? 2) What are Latina/o students' emotion-laden talk of the idea of LD? I identified master narratives, the "pre-existent sociocultural forms of interpretation. They are meant to delineate and confine the local interpretation strategies and agency constellations in individual subjects as well as in social institutions," (Bamberg, 2004, p. 287) within the following literatures to inform my research questions and conceptual framework: a) historiography and interdisciplinary literature on LD; b) policy (i.e., Individuals with Disabilities Education Act (IDEA)), c) the academic and d) social and emotional dimensions of LD; and e) student voice research with students with LD. Interdisciplinary, critical ethnographic and qualitative research methods such as taking into account issues of power, etic and emic perspectives, in-depth interviewing, field notes were used. Total participants included: four students, three parents and three teachers. More specifically, descriptive coding, identification of emotion-laden talk, a thematic analysis, memoing and intersectional and cultural-historical developmental constructs were used to analyze students’ emotion-laden talk. Emotion-laden talk about being labeled with LD included the hegemony of smartness, disability microaggressions, on the trinity of LD: help + teachers + literacy troubles, on being bullied, embarrassment to ask for assistance from others and help as hope. The emotion-laden talk about the idea of LD included LD as double-edge sword, LDness as X, the meaning of LD as resource, trouble with information processing, speech, and silence, the salience of the intersection of disability, ethnicity and language and other markers of difference, struggles due to lack of understanding and LD myths. This study provides a discussion and implications for theory, research, policy, and practice.
ContributorsHernández-Saca, David Isaac (Author) / Artiles, Alfredo J. (Thesis advisor) / Connor, David J (Committee member) / Prior, Matthew T. (Committee member) / Arizona State University (Publisher)
Created2016
Description
As scrutiny of teacher effectiveness increases, there is a greater call for multiple instruments to measure teacher effectiveness and provide robust feedback to support teacher growth and development. Student perception surveys, questionnaires completed by K-12 students about their teachers, have increasingly been used to evaluate teachers and provide feedback. Situated in the Mary Lou Fulton Teachers College (MLFTC) at Arizona State University, this action research study used Attribution Theory, Sensemaking Theory, and research on teacher emotion to 1) document the experiences of pre-service teachers as they related to the administration and subsequent results from a student perception survey (SPS), and 2) examine the influence of two online professional development modules created to prepare teachers for the SPS process and make sense of the results. Teacher candidates participated in the SPS process in their final, year-long residency. Results from the mixed-methods study provided evidence that pre-service teachers had both positive and negative experiences that were influenced by the SPS results they received from their students. Also, depending on the results they received, teacher candidates either attributed the cause of the results to themselves or to characteristics of their students. Results from the study also indicate that teacher candidates use few strategies to make sense of the results and used those strategies to varying degrees. Pre-service teachers indicated that they regarded the modules as helpful in the sense-making process. Furthermore, evidence indicates that pre-service teachers value their students’ feedback.
ContributorsVilla, Lessita Ann Lorin (Author) / Jordan, Michelle E (Thesis advisor) / Beardsley, Audrey (Committee member) / Ribbens, Teressa (Committee member) / Arizona State University (Publisher)
Created2017
ContributorsMarine Biological Laboratory Archives (Publisher) / Arizona Board of Regents (Publisher)
Created1925-19-39 (uncertain)
ContributorsMarine Biological Laboratory Archives (Publisher) / Arizona Board of Regents (Publisher)
Created1934
