Advisor
Hess, Robyn S.
Committee Member
Black, Linda
Committee Member
Softas-Nall, Basilia
Department
School Psychology
Institution
University of Northern Colorado
Type of Resources
Text
Place of Publication
Greeley (Colo.)
Publisher
University of Northern Colorado
Date Created
8-1-2015
Genre
Thesis
Extent
209 pages
Digital Origin
Born digital
Description
Attribution theory in the classroom suggests that teachers search for causes to which they might attribute student behavior and or academic performance. Using a consensual qualitative research (CQR) and phenomenological approach, this research examined how teachers’ beliefs, expectations, and perceptions influenced their classroom practices. Using a multi-modal data collection process, involving interviews, classroom observations, review of teacher artifacts, and collection of demographic and Likert-type scale questionnaires, nine general education teachers from three elementary schools in one school district shared their perspective on working with students, including those from diverse backgrounds. Six themes emerged from the data and were titled: (a) Connection, (b) Teacher Approach, (c) Structured Support, (d) Student Self-Regulation, (e) Perception of Student Desire for Learning, and (f) Family Support of Student. Findings from this study may help improve teacher training and provide guidance for ongoing professional development. Additionally, these results may help school district promote policies that support modification of district policies on curriculum development and disciplinary actions.
Degree type
PhD
Degree Name
Doctoral
Language
English
Local Identifiers
Nutter_unco_0161D_10429
Rights Statement
Copyright is held by author.
