Linking classroom environment with at-risk engagement in science: a mixed method approach

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dc.contributor Hubbard, Janie D.
dc.contributor Newman, Jane L.
dc.contributor Shwery, Craig S.
dc.contributor Tomek, Sara
dc.contributor.advisor Sunal, Dennis W.
dc.contributor.author Collins, Stephen Craig
dc.date.accessioned 2018-01-19T19:37:45Z
dc.date.available 2018-01-19T19:37:45Z
dc.date.issued 2017
dc.identifier.other u0015_0000001_0002730
dc.identifier.other Collins_alatus_0004D_13157
dc.identifier.uri http://ir.ua.edu/handle/123456789/3368
dc.description Electronic Thesis or Dissertation
dc.description.abstract This explanatory sequential mixed-method study analyzed how the teacher created learning environment links to student engagement for students at-risk across five science classroom settings. The learning environment includes instructional strategies, differentiated instruction, positive learning environment, and an academically challenging environment. Quantitative and qualitative data were gathered in the form of self-reporting surveys and a follow-up interview. The researcher aimed to use the qualitative results to explain the quantitative data. The general research question was “What are the factors of the teacher-created learning environment that were best suited to maximize engagement of students at-risk?” Specifically explaining, (1) How do the measured level of teacher created learning environment link to the engagement level of students at-risk in science class? and (2) What relationship exists between the student perception of the science classroom environment and the level of behavioral, cognitive, emotional, and social engagement for students at-risk in science class? This study took place within a large school system with more than 20 high schools, most having 2000-3000 students. Participating students were sent to a panel hearing that determined them unfit for the regular educational setting, and were given the option of attending one of the two alternative schools within the county. Students in this alternative school were considered at-risk due to the fact that 98% received free and reduced lunch, 97% were minority population, and all have been suspended from the regular educational setting. Pairwise comparisons of the SPS questions between teachers using t-test from 107 students at-risk and 40 interviews suggest that each category of the learning environment affects the level of behavioral, cognitive, emotional, and social engagement in science class for students at-risk in an alternative school setting. Teachers with higher student perceptions of learning environment showed increased levels of all types of engagement over the teachers with a lower perception of learning environment. Qualitative data suggested that teachers who created a more positive learning environment had increased student engagement in their class. Follow-up questions also revealed that teachers who incorporated a wider variety of classroom instructional strategies increased behavioral engagement of students at-risk in science class.
dc.format.extent 144 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.haspart Supplementary materials include an Institutional Review Board form.
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Science education
dc.title Linking classroom environment with at-risk engagement in science: a mixed method approach
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Curriculum and Instruction
etdms.degree.discipline Secondary Education
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ed.D.


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