A Case Study Which Explores the Mindsets of Students Placed in Residential Care Home and Perceptions of Their Teachers

Autor/inn/en	Owens, Meghan; Thornbrough, Ken; Yakimowski, Mary E.
Titel	A Case Study Which Explores the Mindsets of Students Placed in Residential Care Home and Perceptions of Their Teachers
Quelle	In: Alabama Journal of Educational Leadership, 8 (2021), S.38-52 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2473-8115
Schlagwörter	Case Studies; Student Attitudes; Residential Institutions; Social Services; Teacher Student Relationship; High School Students; Females; Student Behavior; Academic Achievement; Teacher Attitudes; High School Teachers; Alabama + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Schülerverhalten; Wohnumgebung; Social service; Soziale Dienstleistung; Soziale Dienste; Teacher student relationships; Lehrer-Schüler-Beziehung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Student behaviour; Schulleistung; Lehrerverhalten; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	To enrich a nurturing school environment, educators must become aware of the social and emotional byproducts of student removal from traditional homes. Many schools host students while they are placed in residential facilities, a number that is increasing across the United States (Department of Health and Human Services, 2017). Educational leaders need to deal with this transition in society. With the changing landscape of more students displayed from their homes, educational leaders need to know how to prepare. This case study focused on female high school students placed in one residential facility attending one suburban school district located in Alabama. We used the conceptual framework of social and emotional learning. Our purpose was to qualitatively explore the academic growth mindset of adolescent female students placed in a residential group home and what perceptions the teachers have regarding their ability to learn. Using document analyses and interviews, we found that while most students had mindsets of being equal to their peers, they struggled with the perceived added pressures of performing at higher levels to be accepted as equals by peers and teachers alike. Classroom teachers believed that they do not distinguish their approaches toward students from a facility-of-care, contradicting the perceptions of the students themselves. Students felt additional tutoring and other help from the facility gave them a distinct advantage over their peers, as evidenced by their increased academic performance once enrolling at the residential facility. The lack of personal technology was identified as the most significant educational barrier for the students. Results gain insight into students' specific needs to better individualize educational environments. Although this study focused on female students, future research could include male or middle school-aged students to see if there are any differences. Due to pandemic regulations, observations were not allowed. Therefore, we recommend that studies be conducted that allow classroom observations to validate these interesting findings. (As Provided).
Anmerkungen	Alabama Association of Professors of Educational Administration. P.O. Box 8368, Dothan, AL 36304. Tel: 334-983-6556 ext. 1-350; Fax: 334-556-1053; Web site: https://sites.google.com/site/aapelorg/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01