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Pockets of Excellence: Teacher Beliefs and Behaviors That Lead to High Student Achievement at Low Achieving Schools

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  • Regula Schmid

Abstract

This qualitative multiple case study examined the beliefs and behaviors of three teachers who worked at former Reading First Schools and whose student population consistently scored 10% above state average on the California Standards Test (CST) in English language arts. Test scores of all teachers who taught under the Reading First initiative at 29 schools in a county in Southern California were considered. Consent to participate was secured for three teachers who met the study’s selection criteria. To identify the behaviors and beliefs of these teachers, the researcher conducted classroom observations and interviews with the teachers and their principals. The information gathered was coded and triangulated, and then reported by themes. The findings revealed that participating teachers believed that all students could and would learn, and that student learning was a direct reflection of their teaching. They also believed that for learning to take place, teachers engaged in their own professional learning and provided appropriate instruction. Professional learning included collaborating with colleagues and analyzing student data. Appropriate instruction included behaviors that engaged students in learning activities and provided a positive class climate. The findings of this study will contribute to teachers’ and school principals’ understanding of behaviors and beliefs of effective teachers. The study findings might also inform professional development for teachers and identify areas in which more research would be beneficial to the field of education in general and the teaching profession in particular.

Suggested Citation

  • Regula Schmid, 2018. "Pockets of Excellence: Teacher Beliefs and Behaviors That Lead to High Student Achievement at Low Achieving Schools," SAGE Open, , vol. 8(3), pages 21582440187, August.
  • Handle: RePEc:sae:sagope:v:8:y:2018:i:3:p:2158244018797238
    DOI: 10.1177/2158244018797238
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    References listed on IDEAS

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    1. Steven G. Rivkin & Eric A. Hanushek & John F. Kain, 2005. "Teachers, Schools, and Academic Achievement," Econometrica, Econometric Society, vol. 73(2), pages 417-458, March.
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    5. Jonah E. Rockoff, 2004. "The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data," American Economic Review, American Economic Association, vol. 94(2), pages 247-252, May.
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    Cited by:

    1. Agne Brandisauskiene & Loreta Buksnyte-Marmiene & Jurate Cesnaviciene & Gabija Jarasiunaite-Fedosejeva, 2023. "The Relationship Between Teacher’s Autonomy-Supportive Behavior and Learning Strategies Applied by Students: The Role of Teacher Support and Equity," SAGE Open, , vol. 13(2), pages 21582440231, June.
    2. Xue Wang & Wei Zhang, 2022. "Improvement of Students’ Autonomous Learning Behavior by Optimizing Foreign Language Blended Learning Mode," SAGE Open, , vol. 12(1), pages 21582440211, January.
    3. Megan E. Fitzgerald & Annette D. Miles & Sislena Ledbetter, 2019. "Experiences and Strategies of Young, Low-Income, African-American Men and Families Who Navigate Violent Neighborhoods and Low-Performing Schools," Societies, MDPI, vol. 9(1), pages 1-36, January.

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