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.

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