School Scheduling and At-Risk Students: Looped Perspectives for Academic Support
1 online resource (125 pages) : PDF
University of North Carolina at Charlotte
KYLE R. KESTER. School scheduling and at-risk students: Looped perspectives for academic support. Students are graduating without requisite skills needed for life beyond high school- or not graduating at all (Institute of Education, 2014; New American Education, 2014). How do current school scheduling models affect the learning of students for academic support? Does a looping model affect students’ academically or socially? This qualitative case study examines the perspectives of high school students who are at-risk in both looped and non-looped classes, as well as their teachers, through interviews, written reflections, and archival data. Findings include academic achievement, self-efficacy, and relationships with teachers, students, and the school community. Students who participated in a loop for purposes of academic support expressed deeper relationships with their teachers and perceptions of academic improvement and self-confidence.
ACADEMIC SUCCESSAT-RISKHIGH SCHOOLLOOPINGSCHOOL SCHEDULINGSTUDENT PERSPECTIVES
Curriculum & Instruction
Medina, AdrianaRickelman, BobO'Brien, Chris
Thesis (D.Ed.)--University of North Carolina at Charlotte, 2018.
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.
Copyright is held by the author unless otherwise indicated.