Differences in academic achievement, school affiliation, student and teacher efficacy beliefs, parents' perceptions and teacher instruction between highly mobile students placed at stable and traditional schools

217 Pages·1999·7.2 MB·English

by  Anusavice, Sandra Lee Hatch

DIFFERENCESINACADEMICACHIEVEMENT, SCHOOLAFFILIATION,
STUDENTANDTEACHEREFFICACYBELIEFS,PARENTS'PERCEPTIONS,
ANDTEACHERINSTRUCTIONBETWEENHIGHLYMOBILESTUDENTS
PLACEDATSTABLEANDTRADITIONALSCHOOLS
By
SANDRAHATCHANUSAVICE
ADISSERTATIONPRESENTEDTOTHEGRADUATESCHOOL
OFTHEUNIVERSITYOFFLORIDAINPARTIALFULFILMENT
OFTHEREQUIREMENTSFORTHEDEGREEOF
DOCTOROFPHILOSOPHY
UNIVERSITYOFFLORIDA
1999
Formyhusband,Ken,whoalwaysknewIcoulddoit.
ACKNOWLEDGMENTS
Manypeoplehavehelpedmealongthewaytothisaccomplishment. Foremost
amongthisgrouparetheteachersandschooladministratorswhoallowedmetobeapart
oftheirclassroomsforayear. Iappreciatetheirgraciousnessandassistance. Ialsothank
myfriendsandcolleaguesSusanCulbertandJanScottfromwhomIlearnedsomuch
aboutexemplaryteaching.
Iwouldespeciallyliketothankmycommitteemembers-Dr.RobertWright,Dr.
Jin-WenHsu,andDr.JamesDoud -fortheirexcellentteaching,theirfaithinme,and
theirsupportthroughoutthisprocess. Formycommitteechair,Dr.LindaBehar-
Horenstein,therearenotwordstoexpressmygratitude. Shehasbeenmymentor, my
teacher,andmyfriend. Becauseofherguidance,myjourneytowardthePh.D.hasbeena
joyousexperience,agrowthofintellectandunderstandingthatshehasshapedand
nurtured. Amere'ThankYou'cannotsuffice. Ihopethatmyworkwillbeatributeto
herleadership.
Finally,Ithankmyfamilywhocontributedsomuchtomyachievement: my
parents,RudolphandKittyHatch,whogavemealoveoflanguageandtaughtmeits
power;mychildren,JillandJoel, whohavealwaysencouragedmeto'goforit';andmy
wonderfulhusband,Ken,whohashelpedmebuildthebridgebetweendreamsandreality
andsupportedmeinallthings.
in
TABLEOFCONTENTS
Page
ACKNOWLEDGMENTS
iii
LISTOFTABLES vii
ABSTRACT x
CHAPTERS
1. INTRODUCTION 1
BackgroundfortheStudy 3
StatementoftheProblems 4
StatementofHypotheses 5
DefinitionofTerms 6
SignificanceoftheStudy 9
Limitations 10
2. REVIEWOFLITERATURE 12
StudentMobility 12
ResearchonStudentMobility 13
ImpactonStudentAchievement 14
ImpactonSchoolSystems 20
TeacherEfficacy 24
TeacherEfficacyBeliefsandTeacherBehavior 24
TeacherEfficacyBeliefsandStudentAchievement 29
TeacherEfficacyBeliefs,Management,andInstructionalStyles 31
StudentEfficacy 32
InstructionalStrategies 35
Summary 39
3. MATERIALSANDMETHODS 41
TheSettings 41
Participants 43
IV
TasksandMaterials 45
OperationalDefinitionofVariables 48
Instrumentation 50
Curriculum-BasedAssessments 50
ParentSurvey 51
Teachers'InstructionalStrategies 53
SchoolAffiliation 54
DataCollection 54
DataAnalysis 55
4. RESULTSANDDISCUSSION 57
QuantitativeAnalysis 57
ResearchQuestion1: AcademicAchievement,StudentAbsenteeism,
DisciplineReferrals 58
AcademicAchievement 58
StudentAbsenteeism 59
DisciplineReferrals 62
ResearchQuestion2:TeacherEfficacy 63
ResearchQuestion3:ParentPerceptionsofLearningEnvironment 64
ResearchQuestion4:StudentSelf-Efficacy 66
QualitativeAnalysis 66
InstructionalModelsandLearningEnvironment 67
Teachers'InstructionalActivities 75
InstructionalActivitiesofStudents 78
Teachers'andStudentsInstructionalRoles 80
ExamplesofInstructionalStrategies 89
ResearchQuestion6: Students'EfficacyBeliefs 105
TeacherResponsestoStudents 107
ExamplesofTeacherResponses 109
QualityofTeacherDiscipline 125
ExamplesofTeacherDisciplinaryPractices 128
TeacherandParticipantInteractions 141
Teacher-to-ParticipantInteraction 141
Participant-to-TeacherInteraction 143
Participant-to-PeerInteraction 145
ResearchQuestion7:Students'SenseofSchoolAffiliation 146
Summary 152
5. SUMMARYANDCONCLUSIONS 155
Findings 156
StudentAchievement 156
Attendance ...156
DisciplineReferrals 156
Teachers'EfficacyBeliefs 157
StudentBeliefsofAcademicEfficacy 158
ParentPerceptionsofLearningEnvironment 158
InstructionalStrategies 159
Teachers'InstructionalActivitiesandRoles 160
InstructionalSupportsandInstructionalGrouping 162
TeacherResponsestoStudents 164
TeacherDisciplinaryActions 165
TeacherInteractionwithParticipants 166
ParticipantInteractionwithTeachers 167
ParticipantInteractionwithPeers 168
ParticipantAffiliationwithSchool 169
StudentInstructionalActivitiesandRoles 170
Conclusions 172
Recommendations 174
PolicyImplications 176
REFERENCES 178
APPENDIXA ObservationQuestions 184
APPENDIXB StudentSurvey 186
APPENDIXC TeacherSurvey 189
APPENDIXD StudentInterviewQuestions 191
APPENDEDE StudentAssentScript 193
APPENDIXF InstitutionalReviewBoardApproval 195
APPENDIXG ParentConsentForms 197
APPENDIXH TeacherConsentForm 201
BIOGRAPHICALSKETCH 203
vi
1
LISTOFTABLES
Table page
3.1 DemographicProfileofHomeBaseandComparisonSiteTeachers 45
4. MeanScoresandStandardDeviationsforParticipants'ITBSScores(1996-97)in
ReadingandMathematics 59
4.2 MeanScores,StandardDeviations,andAdjustedPost-TestMeansforPre-and
Post-testinReadingandMathematics(CBA) 60
4.3. ANCOVASummaryTableforCBAReadingScores 60
4.4 ANCOVASummaryTableforCBAMathematicsScores 61
4.5 MeansandStandardDeviationsofParticipants'Absencesforthe1997-98School
Year 61
4.6 ANOVASummaryTableforAbsences 61
4.7 MeansandStandardDeviationsforDisciplineReferralsofParticipantsforthe1997-
98SchoolYearbyGroup 62
4.8 ANOVASummaryTableforParticipantDisciplineReferralsbyGroup 63
4.9 MeanScoresandStandardDeviationsforParticipants'AcademicSelf-Efficacy
SurveyResponsesbyGroup 66
4.10Information-ProcessingModels 69
4.11SocialModels 70
4.12PersonalModels 71
4.13BehavioralSystemModels 72
vii
4.14PercentagesofInstructionalModelsUsed(andNumberofObservedUses)by
Group 74
4.15MeanNumberofTeachingModelsObservedbyTeacherGroup 75
4.16PercentagesofInstructionalActivitiesObserved(andNumberObserved)for
TeachersbyGroup 77
4.17PercentagesofParticipants'ObservedInstructionalActivities(andNumber
Observed)byGroup 79
4.18PercentagesofObservedInstructionalRoles(andNumberofObservedRoles)for
TeachersbyGroup 81
4.19PercentagesofStudents'InstructionalRoles(andNumberObserved)byStudent
Group 84
4.20PercentagesofObservedInstructionalOrganization(andNumberObserved)by
Group 85
4.21PercentagesofObservedLeadershipofInstructionalGroups(andNumber
Observed)byGroup 86
4.22PercentagesofObservedTypeandUseofInstructionalSupports(andNumber
Observed)byGroup 88
4.23PercentagesofParticipants'ObservedAcademicSelf-EfficacyBehaviors(and
NumberObserved)byStudentGroup 106
4.24PercentagesofObservedTeacherResponsestoStudents(andNumberObserved)by
Group 108
4.25Frequency(andTotalNumber)ofObservedTeacherDisciplinaryActionsbyGroup
127
4.26Frequency(andTotalNumber)ofObservedTeacherResponsestoParticipantsby
Group 143
4.27PercentagesofObservedParticipant-to-TeacherInteractions(andNumber
Observed)byStudentGroup 144
4.28PercentagesofObservedParticipant-to-PeerInteractions(andNumberObserved)by
StudentGroup ...146
vm
4.29PercentagesofObservedSchoolAffiliationBehaviors(andNumberObserved)by
StudentGroup 148
4.30FrequencyofSchoolAffiliationInterviewResponses(andNumberofStudents
Responding)byStudentGroup 150
LX
AbstractofDissertationPresentedtotheGraduateSchool
oftheUniversityofFloridainPartialFulfillmentofthe
RequirementsfortheDegreeofDoctorofPhilosophy
DIFFERENCESINACADEMICACHIEVEMENT,SCHOOLAFFILIATION,
STUDENTANDTEACHEREFFICACYBELIEFS,PARENTS'PERCEPTIONS,
ANDTEACHERINSTRUCTIONBETWEENHIGHLYMOBILESTUDENTS
PLACEDINSTABLEORTRADITIONALSCHOOLS
By
SandraLeeHatchAnusavice
August,1999
Chairman: LindaS.Behar-Horenstein
MajorDepartment:EducationalLeadership
Thisstudyexploredthedifferencebetweenhighlymobilestudentswhoattended
HomeBaseschool,astableeducationalplacement,withsimilarlytransientstudentsin
localelementaryschoolsby:(a)academicachievement;(b)disciplinereferrals; (c)
absenteeism; (d)students'academicself-efficacybeliefs; (e)parents'satisfactionwith
theschool;(f)teachers'beliefsaboutthesestudents'abilitytobesuccessfulinschool;
(g)teachers'self-efficacybeliefsabouttheirabilitytosuccessfullyteachthesestudents;
and(h)thetypeandvarietyofinstructionalstrategiesusedbyteachers.
Theexperimentalandcontrolstudentgroupswerematcheddemographically
acrossrace,gender,gradelevel,prioracademicachievement,numberofschoolmoves,and
lengthinresidenceattheschool. Sourcesofdataincludedclassroomobservations