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Teacher mobility is a policy issue that affects students and school across the country. Despite a long-standing body of research related to teacher mobility, relatively little is known about how teacher-school pairings affect teachers’ decisions to stay at or leave their schools. Therefore, this study tested a model

Teacher mobility is a policy issue that affects students and school across the country. Despite a long-standing body of research related to teacher mobility, relatively little is known about how teacher-school pairings affect teachers’ decisions to stay at or leave their schools. Therefore, this study tested a model of teacher-school fit with a focus on the value that teachers and principals place on standardized test scores. Survey responses were collected from 382 K-8th grade public school teachers from 22 schools in two school districts. The results show that teachers who placed higher values on standardized test scores reported slightly higher levels of teacher-school fit and were slightly less likely to leave their schools within five years. Additionally, teachers’ self-assessed teacher-school fit showed a strong, positive relationship with teacher retention. These findings suggest that a better understanding of the factors that affect teachers’ sense of teacher-school fit may help reduce teacher mobility.
ContributorsVagi, Robert (Author) / Garcia, David (Thesis advisor) / Hermanns, Carl (Committee member) / Ida, Masumi (Committee member) / West, Stephen (Committee member) / Arizona State University (Publisher)
Created2017
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Description
Peer coaching is an emerging approach higher education institutions are using to increase student success outcomes for first-year students. This study examined how peer coaches use their community cultural wealth with the students they coach and how coaching encouraged first-generation students to access the community cultural wealth they bring with

Peer coaching is an emerging approach higher education institutions are using to increase student success outcomes for first-year students. This study examined how peer coaches use their community cultural wealth with the students they coach and how coaching encouraged first-generation students to access the community cultural wealth they bring with them to college. The theoretical framework guiding this study was Yosso’s theory of community cultural wealth. I used a qualitative approach and interviewed five peer coaches and conducted focus groups with 15 first-generation, first-year students who had received coaching. Findings indicate peer coaches used the six dimensions of community cultural wealth with students they coach, including aspirational, familial, linguistic, navigational, resistant, and social capital. Students also reported peer coaching helped them access their community cultural wealth, especially as compared to advising and faculty interactions. Three key differentiators emerged when comparing coaching to other forms of support: relatability, sense of belonging, and self-confidence.
ContributorsSymonds, Sylvia (Author) / Garcia, David (Thesis advisor) / Rund, James (Committee member) / Ott, Molly (Committee member) / Arizona State University (Publisher)
Created2020