Making a Difference! What Effective Teachers Do to Support At-risk/Highly Mobile Students Beyond...
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![Page 1: Making a Difference! What Effective Teachers Do to Support At-risk/Highly Mobile Students Beyond Housing January 20, 2012 Leslie W. Grant, Ph.D. Old Dominion.](https://reader035.fdocuments.in/reader035/viewer/2022062714/56649d0a5503460f949dd4f6/html5/thumbnails/1.jpg)
Making a Difference!What Effective Teachers
Do to Support At-risk/Highly Mobile Students
Beyond HousingJanuary 20, 2012
Leslie W. Grant, Ph.D.Old Dominion University
Patricia A. Popp, Ph.D.The College of William and Mary
![Page 2: Making a Difference! What Effective Teachers Do to Support At-risk/Highly Mobile Students Beyond Housing January 20, 2012 Leslie W. Grant, Ph.D. Old Dominion.](https://reader035.fdocuments.in/reader035/viewer/2022062714/56649d0a5503460f949dd4f6/html5/thumbnails/2.jpg)
What is the significanceof this study?
Moving from Access to Academics
Addressing the Achievement Gap
Addressing Unique Instructional Challenges
Focusing on Importance of Teachers
![Page 3: Making a Difference! What Effective Teachers Do to Support At-risk/Highly Mobile Students Beyond Housing January 20, 2012 Leslie W. Grant, Ph.D. Old Dominion.](https://reader035.fdocuments.in/reader035/viewer/2022062714/56649d0a5503460f949dd4f6/html5/thumbnails/3.jpg)
Research Study
Essential Questions:
1. What do award-winning teachers of at-risk and/or highly mobile students do that makes them effective?
2. How do teachers in China and the United States compare?
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Defining “At-risk”
Internal v. external factors
PovertyMobility“Border Children”“Minority”
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National Context of Teacher Effectiveness Research
U.S. • Federal: No Child Left Behind (NCLB)• State: 50 systems of education• Focus on standards and individuality
China• Nationwide curriculum reform since 2001 • Shift from memorization, drill, and
prescribed textbooks to practices that foster individuality, self-expression, inquiry, creativity, and creative thinking skills
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Method
Case Studies of six award-winning teachers in the US• 2-hour observation of teaching• Interview of beliefs about teaching and
teaching practices
Case studies of six award-winning teachers in China (same process) included here anecdotally
![Page 7: Making a Difference! What Effective Teachers Do to Support At-risk/Highly Mobile Students Beyond Housing January 20, 2012 Leslie W. Grant, Ph.D. Old Dominion.](https://reader035.fdocuments.in/reader035/viewer/2022062714/56649d0a5503460f949dd4f6/html5/thumbnails/7.jpg)
Classroom Observations
Observation Elements:• Instructional Activities• Level of Student Engagement• Cognitive Levels of Tasks• Learning Director
Observations in 5-minute intervals
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Instructional Activities Per Observation
China (N=6) United States (N=6)0
1
2
3
4
5
6
7
8
9
10
Mean
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Student Engagement Per Observation
China (N=6) United States (N=6)1
1.2
1.4
1.6
1.8
2
2.2
2.4
2.6
2.8
3
Mean
1 = low engagement 2 = moderate engagement 3 = high engagement
![Page 10: Making a Difference! What Effective Teachers Do to Support At-risk/Highly Mobile Students Beyond Housing January 20, 2012 Leslie W. Grant, Ph.D. Old Dominion.](https://reader035.fdocuments.in/reader035/viewer/2022062714/56649d0a5503460f949dd4f6/html5/thumbnails/10.jpg)
Cognitive Level of Instructional Activities Per Observation
1 = not evident 2 = evident 3 = highly evident
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QuestioningPercentage of Questions by Cognitive Demand for
Teacher-Generated and Student-Generated Questions
Teacher Generated
N=203
Student Generated
N=50
Low Cognitive Demand
38% 26%
Intermediate Cognitive Demand
35% 56%
High Cognitive Demand
27% 18%
U.S. Teachers
Only
![Page 12: Making a Difference! What Effective Teachers Do to Support At-risk/Highly Mobile Students Beyond Housing January 20, 2012 Leslie W. Grant, Ph.D. Old Dominion.](https://reader035.fdocuments.in/reader035/viewer/2022062714/56649d0a5503460f949dd4f6/html5/thumbnails/12.jpg)
QuestioningPercentage of Questions by Cognitive Demand for
Teacher-Generated and Student-Generated Questions
Teacher Generated
N=203
Student Generated
N=50
Low Cognitive Demand
38% 26%
Intermediate Cognitive Demand
35% 56%
High Cognitive Demand
27% 18%
Grant, Stronge, & Popp (2008)
U.S. Teachers
Only
![Page 13: Making a Difference! What Effective Teachers Do to Support At-risk/Highly Mobile Students Beyond Housing January 20, 2012 Leslie W. Grant, Ph.D. Old Dominion.](https://reader035.fdocuments.in/reader035/viewer/2022062714/56649d0a5503460f949dd4f6/html5/thumbnails/13.jpg)
QuestioningPercentage of Questions by Cognitive Demand for
Teacher-Generated and Student-Generated Questions
Teacher Generated
N=203
Student Generated
N=50
Low Cognitive Demand
38% 26%
Intermediate Cognitive Demand
35% 56%
High Cognitive Demand
27% 18%
Grant, Stronge, & Popp (2008)
U.S. Teachers
Only
![Page 14: Making a Difference! What Effective Teachers Do to Support At-risk/Highly Mobile Students Beyond Housing January 20, 2012 Leslie W. Grant, Ph.D. Old Dominion.](https://reader035.fdocuments.in/reader035/viewer/2022062714/56649d0a5503460f949dd4f6/html5/thumbnails/14.jpg)
Qualities of Effective TeachersEFFECTIVE TEACHERS
Prerequisites
Organizing for Instruction
Classroom Management &
Instruction
Implementing Instruction
Monitoring Student
Progress & Potential
The Person
Job Responsibilities and Practices
Used with the Permission of Linda Hutchinson, Doctoral Student, The College of William and Mary
Background
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Meeting At-Risk/Highly Mobile Student Needs
Affective Needs
Academic Needs
Technical Needs
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Affective Needs
What does it mean?• Helping students develop a sense of belonging• Developing intrinsic motivation• Attending to emotional needs
What does it sound like?
I work hard to reduce stress in the classroom – to make it very comfortable and positive. I want to be seen as a helper/facilitator, not a dictator.
-- Jeana
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Academic Needs
What does it mean?• Focusing on the academic achievement• Working toward academic progress
What does it sound like? I think [my relationship with students] it’s a big role because I take ownership into their learning process and involvement and there should be no question on their part that I’m a player and that they don’t stand alone. And I think that makes a big difference.
-- Janice
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Technical Needs What does it mean?
• Focusing on the outside needs of at-risk/highly mobile students such as assistance with food, housing, referrals to agencies
• Considering relationship with parents in working with students
What does it sound like? It’s not that the parents don’t care and I find the parents increasingly supportive. But the reality is that they also come from highly dysfunctional homes.
-- Tanya
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Overall Themes
Affective and academic needs intertwined
High expectations for all students
Assessment integral to instruction
![Page 20: Making a Difference! What Effective Teachers Do to Support At-risk/Highly Mobile Students Beyond Housing January 20, 2012 Leslie W. Grant, Ph.D. Old Dominion.](https://reader035.fdocuments.in/reader035/viewer/2022062714/56649d0a5503460f949dd4f6/html5/thumbnails/20.jpg)
Application
1. Join a group2. Read the recommended practices3. Identify how you could
incorporate the suggestion4. Be ready to report out 1-2 ideas
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Metaphors for Teaching Teacher Voices
Teaching students who are at-risk/highly-mobile is like …
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…fostering (planting) a piece of seed. You must have a correct values like nutrition, correct view of knowledge like sunshine, correct methods like the farmers’ work.
-- Mei (China)
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… a Roller Coaster RideThere are incredible highs and incredible lows, but eventually you reach your destination if you just hang on. If you don’t mind being on a roller coaster, it’s the thrill of a lifetime.
-- Tanya
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Xianxuan XuThe College of William & [email protected]
James H. StrongeThe College of William & [email protected]: jhstro.people.wm.edu
Leslie W. GrantOld Dominion University 757.683.3315
Patricia PoppThe College of William and [email protected]