School Scheduling and At-Risk Students: Looped Perspectives for Academic Support

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Kester, K. (2018). School Scheduling and At-Risk Students: Looped Perspectives for Academic Support. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

KYLE R. KESTER. School scheduling and at-risk students: Looped perspectives for academic support. Students are graduating without requisite skills needed for life beyond high school- or not graduating at all (Institute of Education, 2014; New American Education, 2014). How do current school scheduling models affect the learning of students for academic support? Does a looping model affect students’ academically or socially? This qualitative case study examines the perspectives of high school students who are at-risk in both looped and non-looped classes, as well as their teachers, through interviews, written reflections, and archival data. Findings include academic achievement, self-efficacy, and relationships with teachers, students, and the school community. Students who participated in a loop for purposes of academic support expressed deeper relationships with their teachers and perceptions of academic improvement and self-confidence.

Details
Author

Kester, Kyle

Title

School Scheduling and At-Risk Students: Looped Perspectives for Academic Support

Physical Description

1 online resource (125 pages) : PDF

Date

2018

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

KYLE R. KESTER. School scheduling and at-risk students: Looped perspectives for academic support. Students are graduating without requisite skills needed for life beyond high school- or not graduating at all (Institute of Education, 2014; New American Education, 2014). How do current school scheduling models affect the learning of students for academic support? Does a looping model affect students’ academically or socially? This qualitative case study examines the perspectives of high school students who are at-risk in both looped and non-looped classes, as well as their teachers, through interviews, written reflections, and archival data. Findings include academic achievement, self-efficacy, and relationships with teachers, students, and the school community. Students who participated in a loop for purposes of academic support expressed deeper relationships with their teachers and perceptions of academic improvement and self-confidence.

Genre

doctoral dissertations

Subjects--Topics

Reading

Degree

D.Ed.

Keywords

Academic Success
At-Risk
High School
Looping
School Scheduling
Student Perspectives

Subject Area

Curriculum & Instruction

Advisor(s)

Taylor, Bruce

Committee Members

Medina, Adriana
Rickelman, Bob
O'Brien, Chris

Degree Note

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2018.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Kester_uncc_0694D_11679

Permalink

http://hdl.handle.net/20.500.13093/etd:704