| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000433088 |
| 005 | | 20200225112048 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781085734370 |
| 035 | |
▼a (MiAaPQ)AAI13883653 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 372 |
| 100 | 1 |
▼a Keibler, David Michael. |
| 245 | 10 |
▼a Changing Teachers' Perspective of Students from Lower Socioeconomic Families. |
| 260 | |
▼a [S.l.]:
▼b University of Pittsburgh.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 79 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-03, Section: A. |
| 500 | |
▼a Advisor: Longo, R. Gerard. |
| 502 | 1 |
▼a Thesis (Ed.D.)--University of Pittsburgh, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a With the poverty cycle continuing and many communities facing an increased number of lower socioeconomic status (SES) families, it is essential to understand the perception teachers have regarding students living in poverty and how teachers' life experiences may differ from those of students who come from lower SES families. Many constructs, including socioeconomic status, can influence a child's ability to ready. The focus of this study is to identify what K-2 teachers know about students who live in lower SES households and how knowledge of their circumstances can be used to help children learn. Does professional development aimed at increasing teachers' knowledge of students living in poverty change how they teach or increase their empathy towards these students? Qualitative methodology was used for this study, which sought to evaluate the knowledge of K-2 reading teachers regarding students living in poverty and to assess the influence of one professional development session on the instructional approach of teachers at David Leech Elementary School. Two methods anchored the study: a survey and interviews. A survey of the K-2 reading teachers was used to enhance the investigator's understanding of how the professional development training, "Chocolate in Poverty," may have influenced teacher perspectives on students in poverty. Interviews were then conducted with the grade level leaders in kindergarten, first, and second grades. The teacher responses to the survey and interview questions identified the need for additional trainings specific to the impact poverty has on student learning. Future trainings should provide teachers with resources such as research-based interventions that are proven to support students from lower SES families, strategies to increase parent engagement, and information identifying the available resources in the Leechburg community and how to access the resources. Moving forward, conversations with teachers, parents, and other community stakeholders will further explore ways teachers can support lower SES students overcome the challenges faced at school and in their home lives. |
| 590 | |
▼a School code: 0178. |
| 650 | 4 |
▼a Educational leadership. |
| 650 | 4 |
▼a Elementary education. |
| 690 | |
▼a 0449 |
| 690 | |
▼a 0524 |
| 710 | 20 |
▼a University of Pittsburgh.
▼b School of Education. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-03A. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0178 |
| 791 | |
▼a Ed.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15491318
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1816162 |
| 991 | |
▼a E-BOOK |