Learning to appreciate at‐risk students: Challenging the beliefs and attitudes of teachers and administrators
International Journal of Educational Management
ISSN: 0951-354X
Article publication date: 22 May 2007
Abstract
Purpose
The purpose of this paper is to examine the issue of at‐risk students in a rural district in Midwestern USA.
Design/methodology/approach
This field‐based research study used a qualitative embedded case study of a middle and high school informed by an appreciative inquiry theoretical research perspective to identify a positive core of teacher and administrator experiences related to at‐risk students. At‐risk students are those who under‐perform in mandated academic assessments as well as school‐related academic achievement. Social capital and appreciative inquiry served as theoretical perspectives. Focus groups, semi‐structured interviews, and an online survey were the primary data‐gathering methods.
Findings
Three findings illustrated the gap between present practice and the ideal state. The research team concluded that there was a foundation of positive core experiences from which to build on the espoused theory of caring professed by teachers and administrators.
Originality/value
The study's results can further teachers' and administrators' understanding of their problem‐based language that emphasizes the deficits of at‐risk students and their parents.
Keywords
Citation
Calabrese, R.L., Hummel, C. and San Martin, T. (2007), "Learning to appreciate at‐risk students: Challenging the beliefs and attitudes of teachers and administrators", International Journal of Educational Management, Vol. 21 No. 4, pp. 275-291. https://doi.org/10.1108/09513540710749500
Publisher
:Emerald Group Publishing Limited
Copyright © 2007, Emerald Group Publishing Limited