Examining Instructor-Inclusive Efforts to Reform Systems Negatively Impacting Student Self-Concept

Autor/in	Banks, Stacie Lynn
Titel	Examining Instructor-Inclusive Efforts to Reform Systems Negatively Impacting Student Self-Concept
Quelle	(2022), (112 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-3052-3
Schlagwörter	Hochschulschrift; Dissertation; Educational Change; Self Concept; Learner Engagement; Teacher Student Relationship; Inclusion; Academic Achievement; Student Behavior; Dropouts; Low Achievement; Identification; Teamwork; Systems Approach; Transformational Leadership; Leadership Styles; Problem Solving; Educational Practices + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bildungsreform; Selbstkonzept; Teacher student relationships; Lehrer-Schüler-Beziehung; Inklusion; Schulleistung; Student behaviour; Schülerverhalten; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Unterdurchschnittliche Leistung; Identifikation; Identifizierung; Systemischer Ansatz; Führungsstil; Problemlösen; Bildungspraxis
Abstract	Children who develop a negative student self-concept are more likely to disengage from school and this disengagement can lead them to eventually drop out. This study was designed to examine the experiences of an instructor-inclusive team tasked with using a logic model to identify a systemic problem that negatively impacted students and led them to develop a poor student self-concept. Data from Cycle 1 showed the negative impact of widening gaps in students' academic and behavioral skills over time. It suggested these widening gaps can lead to student disengagement and the development of a negative student self-concept. This, in turn, can cause students to engage in behaviors that lead teachers and leaders to identify them as poor students. This adult response to their behaviors further reinforces the children's concept of themselves as poor students. Action steps were designed, implemented, and evaluated in Cycle 2 to consider the experiences of this team as it engaged in this process to determine if such a process would lead to a viable solution to a systemic problem. The team engaged in a five-step process to develop a theory of action and subsequent action steps to finalize, implement, and evaluate their idea. The study concluded that an instructor-inclusive team can develop a viable plan to resolve a systemic problem, but more work would be needed to shift the instructor's perspective away from a deficit-based perspective of students and toward a true examination of the systems that may be causing students problems. The study also concluded that exercising transformational leadership practices was an important part of the process to ensure an instructor-inclusive team was operating effectively. Implications for the organization included the development of new problem-solving skills for the team, a deeper understanding of student self-concept, and the beginning of an understanding of the impact of systems on students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01