Effective Teachers for At-Risk or Highly Mobile Students: What are the Dispositions and Behaviors of Award-Winning Teachers?

Abstract

What distinguishes effective teachers of at-risk or highly mobile students was the essential question addressed in this study. We conducted a cross-case analysis of US national or state award-winning teachers who taught in schools with student populations characterized as highly mobile, homeless, and=or high poverty. Six teachers meeting the criteria were selected as participants. Frameworks of effective teaching characteristics were adapted from prior research and from a review of the literature to gather on-site classroom observational and interview data from participating teachers. The data were examined in light of extant research related to teaching at-risk or highly mobile students and yielded information regarding beliefs and practices. Teachers' interview responses focused on 2 main areas of teacher effectiveness: the importance of student-teacher relationships and instructional delivery. These teachers emphasized affective and academic needs in their planning, instruction, and assessment. They had high expectations of students and were committed to ensuring that students had what they needed to succeed. Teachers maintained high student engagement and used a variety of instructional activities and a wide range of cognitive levels in the questions asked during their instruction which was primarily teacher-directed. Additional research into effective teaching and working with at-risk or highly mobile students is recommended.The question of effective teaching has been researched for decades; nonetheless, understanding what is necessary for effective teaching remains crucial for enhanced student learning. Extensive work has been done in synthesizing what is known about the qualities of effective teachers, in general (Stronge, 2007). However, little evidence has been assimilated regarding the qualities of effective teachers of at-risk or highly mobile students.In this study, we identified six award-winning teachers of at-risk or highly mobile students, and then investigated and analyzed the actual teaching practices of the teachers and their beliefs about teaching. The purpose of the study was to examine what constitutes effective teaching-teaching Correspondence should be addressed to Patricia A. Popp,

An examination of individual teacher engagement and school climate characteristics that influence highly effective veteran teachers to remain teaching in low-performing schools.

“…Additionally, despite having a "treasure trove" of resources from teaching the classes from year to year, effective teachers spent considerable time planning in order to deliver relevant, rigorous instruction to their students (Goe et al, 2008;Kreig, 2006;Popp et al, 2011;Stronge, 2007).…”

“…Highly effective teachers engage in professional responsibilities and participate in professional learning communities. They communicate with families and maintain a high degree of professionalism (Goe, Bell, & Little, 2008;National Board, 2018;Popp, Grant, & Stronge, 2011;Stronge, 2007 Characteristics of low performing Schools include persistently low scores on standardized tests, low graduation and high dropout rates, inadequate resources and facilities, inability to attract sufficient numbers of highly qualified teachers, overcrowding, student disciplinary problems and frequent instances of low morale, low student expectations, and a disorganized learning environment (Quality Counts, 1999as cited in Education Week, 2004.…”

“…At the core of this process is personal and group reflection on how to become better at carrying out their instructional and professional responsibilities (Goe et al, 2008;Popp et al, 2011;Stronge, 2007).…”

“…Effective teachers are deliberate in engaging in their professional responsibilities (Goe et al, 2008;Popp et al, 2011;Stronge, 2007). The principal participants spoke extensively about how effective teachers were very deliberate in executing their professional responsibilities.…”

“…They must possess the aptitude to use different teaching methods based on student needs (Goe et al, 2008;Popp et al, 2011;Stronge, 2007). Similar to assertions by the principal participants that effective teachers practice differentiated instruction in their classrooms, feedback from the effective veteran teachers indicated that they were intentional in using multiple strategies to accommodate their students' needs.…”