Looking into Classrooms: Student Achievement, Student Absenteeism, Teacher Efficacy, and Teacher Instruction of Highly Mobile Students in Specialized and Traditional School Settings

African American transient housing dwellers are the studied population in this chapter. A noted section addresses transient students, also referred to as highly mobile students, which are a group that can benefit from additional educational support at school and also in the community. As communities of people are drawn together in faith and love, churches are distinctively positioned to fill in the gap for kids and their communities. By entering into a supportive partnership with a school, they can make the kind of difference that transforms a community. According to Fulgham, every school in low-income communities has a plethora of needs, and churches likely feel compelled to meet each of them. Fulgham went on to encourage churches to prioritize their support for programs and activities that help increase student achievement. This chapter provides findings from interviews conducted with adult transient housing dwellers and suggests methods to reach transient African American students during challenging times, specifically addressing their educational needs.

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Collective Teacher Efficacy: Its Meaning, Measure, and Impact on Student Achievement

American Educational Research Journal ◽

10.3102/00028312037002479 ◽

2000 ◽

Vol 37 (2) ◽

pp. 479-507 ◽

Cited By ~ 523

Author(s):

Roger D. Goddard ◽

Wayne K. Hoy ◽

Anita Woolfolk Hoy

Keyword(s):

Student Achievement ◽

Teacher Efficacy ◽

Collective Teacher Efficacy

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Potentially Creative Adolescents View Their School Experiences

Psychological Reports ◽

10.2466/pr0.1982.51.3f.1271 ◽

1982 ◽

Vol 51 (3_suppl) ◽

pp. 1271-1274

Author(s):

William J. Walker

Keyword(s):

Educational Experiences ◽

School Experiences ◽

School Environments ◽

Traditional School ◽

School Settings ◽

Positive Attitudes ◽

Open School

The expectation was that 62 potentially creative adolescents would exhibit attitudes that were more positive toward their school experiences in open school environments as compared with more traditional school settings. Attitudes were assessed by rating students' essays in which the adolescents described their educational experiences. The results suggested that potentially creative adolescents generally have positive attitudes toward their school experiences whether in open or traditional settings. Attitudes do not appear to be more positive in open school environments.

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The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement

Teaching and Teacher Education ◽

10.1016/j.tate.2010.06.011 ◽

2010 ◽

Vol 26 (8) ◽

pp. 1598-1608 ◽

Cited By ~ 60

Author(s):

Catherine D. Bruce ◽

Indigo Esmonde ◽

John Ross ◽

Lesley Dookie ◽

Ruth Beatty

Keyword(s):

Student Achievement ◽

Teacher Efficacy ◽

Professional Learning ◽

Teacher Professional Learning ◽

Teacher Professional

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Alternative Education

Supporting Early Career Teachers With Research-Based Practices - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-6803-3.ch014 ◽

2021 ◽

pp. 272-292

Author(s):

Jamie Anne Donnelly

Keyword(s):

Alternative Education ◽

Behavioral Interventions ◽

Severe Trauma ◽

Social Emotional ◽

Traditional School ◽

Post Secondary ◽

School Settings ◽

Alternative Education Programs ◽

Academic Deficits ◽

School Graduation

Many students struggle with success in a traditional school settings. For that reason, alternative education programs exist to support these students through high school graduation and to post-secondary endeavors. Students in alternative education come from varying backgrounds and have differing needs; therefore, programs targeting these students need to meet each individual's needs. Students may have behavioral or emotional concerns, academic deficits, be pregnant or parenting teenagers, or have severe trauma backgrounds. Alternative education needs to focus on school culture, student engagement, academic interventions, behavioral interventions, and social-emotional learning. The ultimate goal of alternative education is to help all students succeed no matter their needs and ease their transition to a traditional school, post-secondary education, career, military, or other ventures. This chapter will outline alternative education and how to implement strategies in all settings.

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