Quan điểm của giáo viên giáo dục thay thế về giảng dạy lớp học đa cấp và phát triển xã hội của học sinh

California State University, Fullerton DISSERTATION TITLE: ALTERNATIVE EDUCATORS’ PERCEPTIONS OF TEACHING MULTIGRADE CLASSES AND THEIR VIEWS ON STUDENTS SOCIAL DEVELOPMENT A DISSERTATION Submitted in partial fulfillment of the requirements For the degree of DOCTOR OF EDUCATION In EDUCATIONAL LEADERSHIP P-12 Leadership By Gabriella Jones Dissertation Committee Approval: Maria Estela Zarate, Chair Natalie Tran, College of Education Expert Member, Katy Ramezani, Orange County Department of Education November 2016 Copyright 2016 © Gabriella Jones ALL RIGHTS RESERVED ii ABSTRACT Juveniles who commit offences in the U. may be mandated to attend school in alternative correctional facilities. Although there are mixed findings in research focusing on general educators’ perceptions of teaching multigrade classes, research on alternative educators’ perceptions is scarce. This dissertation captured alternative educators’ perceptions of multigrade teaching in alternative and correctional educational programs in Southern California.

The researcher is grounded in the transformative worldview advocating for the marginalized and for change as needed. An online survey was the quantitative method used to collect data from 60 full-time, alternative educators. Overall, the findings indicate that educators are focused on academic performance and have positive perceptions of multigrade teaching. However, the findings demonstrate that educators 50 years of age and older have less positive perceptions than their counterparts who are 49 and under.

The findings also indicate that there is a correlation between the educators’ perceptions of multigrade teaching and their views of student social development. Although safety and security is a major concern in alternative schools, educators have positive views related to cooperation and other forms of prosocial behavior. The educators view older students’ helpfulness and leadership skills as an asset in multigrade classrooms. It is recommended that additional districts be included in a similar study and that the sample be evenly iii distributed with regard to age and gender.

Obtaining the perceptions of correctional administers should also be included to gain a more holistic view of the system. It is also recommended that a change be made in credential programs to include training in teaching multigrade classes and that additional support staff be provided in classes with more than two grade levels. iv TABLE OF CONTENTS ABSTRACT. iii LIST OF TABLES.

ix CHAPTER 1: INTRODUCTION. 1 Background of the Problem. 9 Significance of the Study. 10 Scope of the Study.

11 Assumptions of the Study. 12 Definitions of Key Terms. 13 Organization of the Dissertation. 15 CHAPTER 2: REVIEW OF THE LITERATURE.

17 Review of the Scholarly Empirical Literature. 20 Educators’ Perceptions of Multigrade Classrooms. 21 Administrators’ Views on Multigrade Classrooms. 26 Academic Performance and Social Development in Multigrade Classrooms.

29 CHAPTER 3: RESEARCH METHODOLOGY. 41 Data Collection and Management. 42 Data Analysis and Interpretation. 54 Defining Alternative Educators’ Perceptions of Multigrade Teaching.

55 Educator’s Perceptions of Multigrade Teaching Vary. 57 Independent Samples of t-Test. 58 One-Way ANOVA. 61 Relationship of Educators’ Perceptions and Social Development.

62 Competition with Others. 63 Invites Cooperation and Others Forms of Prosocial Behavior. 64 Helpfulness and Leadership. 65 Competence with Themselves.

69 Interpretations and Implications. 73 Limitations of this Study. 74 Recommendations for Future Research. 75 Summary of the Dissertation.

PARTICIPANT INVITATION EMAIL. PARTICIPANT SURVEY FIRST REMINDER. PARTICIPANT SURVEY FINAL REMINDER. 96 vi LIST OF TABLES Table Page 1.

Differences in Educators’ Perceptions of Multigrade Teaching by Demographic Variables. Inter-item Correlations for Assessing Alternative Educators’ Perceptions. Results of t-test and Descriptive Statistics for Alternative Educators’ Perceptions by Gender. Results of t-test and Descriptive Statistics for Alternative Educators’ Perceptions by Type of Credential.

Results of t-test and Descriptive Statistics for Alternative Educators’ Perceptions by Years of Teaching Experience. Results of t-test and Descriptive Statistics for Alternative Educators’ Perceptions by Age Group. ANOVA of Alternative Educators’ Perceptions by Teaching Assignment. Correlations Between Educators’ Perceptions of Multigrade Teaching and Perceptions of Student Social Development.

67 vii To my wonderful daughter, Shannon, the truly insightful one, and To my amazing husband, Terry, for his infinite patience and support. viii ACKNOWLEDGMENTS This dissertation would not have been possible without the thirst for knowledge that was instilled in the foundation of my education at Ohio’s Bowling Green State University; California State University, Long Beach; and California State University, Dominguez Hills. These institutions enhanced my learning experience through well-developed programs, outstanding faculty and staff, high expectations and rigorous coursework, all of which inspired me to pursue a degree of Doctor of Education in Educational Leadership. There wasn’t a one-step guide or manual to prepare for the experiences encountered during this very worthwhile adventure.

Being dedicated to the task and having the support of those who knew and believed in my abilities was the driving force to completing this doctoral program. I would like to express my gratitude to the educators in the alternative and correctional education programs in Southern California for providing the input needed to complete my research. I would also like to thank the entire California State University, Fullerton, community for their assistance, the members in the cohort for being great learning partners, and my family and friends for their support. ix 1 CHAPTER 1 INTRODUCTION U.

federal policy and the California Constitution guarantee all students the right to a free public education (Cal. Several choices are available to parents and guardians when selecting a school at which to enroll their children. However, those choices are taken away when youths are mandated to receive their education at an institution that is operated by the Office of Juvenile Justice and Delinquency Prevention. These students are often placed in multigrade classrooms that serve grade levels that are significantly below and/or above their grade level.

Additionally, educators may be assigned to teach these classes with minimal to no experience and without concern for educators’ perceptions of teaching multigrade classes. This study will examine alternative educators’ perceptions of teaching multigrade classrooms in alternative correctional facilities. It will also explore how the educators’ perceptions vary and the impact of their perceptions on their views of student’s social development. Students who are mandated or court ordered to attend schools under the Juvenile Justice and Delinquency Prevention Act of 1974 temporarily or permanently lose their right to enroll in a school of their choice and therefore must attend school at an alternative correctional facility.

Nonetheless, every student in the United States, including those who are on probation, must be educated according to the same standards and expectations. Therefore, 2 educators, administrators, and parents or guardians of students attending schools within the juvenile justice system must ensure students are receiving a proper education. In addition, the education being provided must prove to be beneficial to the success of the student, as well as to the community and society at large. Juvenile justice institutions have a mission that includes an academic program that meets the competencies needed for students to be successful in K- 12 education and beyond.

The program provides a comprehensive education through engaging and rigorous coursework. Academic success is demonstrated when students attain proficiency level literacy skills and can accurately interpret and synthesize information. Students who do not obtain these skills may find themselves at greater risk of falling short of meeting their educational goals, which can negatively impact their future. These skills, along with the support and guidance of educators and other stakeholders, can provide the means for students to transition from making poor choices to making responsible decisions.

Educators who are properly trained can have a positive influence on their students’ decisions. Therefore, all educators should be provided with meaningful training, support, and guidance when teaching in multigrade classrooms. This is especially important for alternative educators who make decisions regarding teaching multigrade classes. According to Miller (1991) and Bandy and Gleadow (1980), educators in multigrade classrooms should not be ill-prepared, untrained, or inexperienced.

Educators must teach to the individual differences in multigrade classrooms. 3 When teachers are not prepared to teach varying ages and abilities, their instruction, and thus the students’ education, suffers. Furthermore, during the 1980 conference of the United Nations Education Science and Culture Organization (UNESCO), it was determined that several countries were experiencing problems with inadequately trained teachers in the multigrade classroom (UNESCO, 1981). Therefore, research suggests that educators who are properly trained, as well as those who acknowledge and prepare for the developmental differences in students’ needs (Miller, 1991), are best positioned to experience educational success with their students.

The three stakeholders that directly contribute to the success of student learning are teachers, students, and parents. Teachers are charged with providing an education that prepares students for college and career readiness, students are expected to successfully complete coursework to graduate with a high school diploma and become productive citizens, while parents are responsible for supporting their child’s academic and developmental needs. Although the three stakeholder groups (teachers, students, and parents) must work independently and collaboratively to ensure the greatest chance of educational success for all students, it is expected that teachers will effectively guide the students’ educational process. Background of the Problem Students whose delinquent behavior has led to a referral to the judicial system are enrolled in alternative education facilities throughout the United States.

This study will focus on educators’ perceptions from one of the alternative 4 education programs in California. The James County Department of Education (JCDE) is a public education organization located in Southern California. 1 The mission of JCDE is to inspire all students to discover their potential, develop their character, and maximize their learning so that they may become successful contributors to society. The JCDE has multiple divisions and prides itself in successfully graduating thousands of students each year.

This research will focus on one of the divisions: the Alternative and Correctional Education (ACE) programs. A Western Association of School and Colleges accredited program, ACE offers year-round educational options and services to students in over 50 programs located throughout James County, California. The ACE programs consist of juvenile justice institutions, student resource centers, group homes and James County-operated student service institutions, as well as James County community schools and community day schools. Students whose delinquent behavior has led to a referral to the judicial system are assigned to one of the correctional education components of ACE.

Generally, these students are delinquent, at risk of becoming repeat offenders, and/or have been placed on probation or sentenced to incarceration. ACE’s juvenile justice institutions comprise the following four residential, detention, and treatment facilities: James County Juvenile Hall, Student Guidance Center, Salea Institute, and the Marble Leadership Academy. The facilities operate under the Juvenile Justice and Delinquency Prevention Act of 1974. Although all four institutions have many variables in common, each 1 For the purpose of confidentiality, the county, cities, facilities, and titles of programs referred to in this study are pseudonyms.

5 institution has its own culture and programs that address the specific needs of the students at that particular site. Some examples of how the programs differ include ● the minimum length of time a student is required to be sentenced at one of the sites is six months, whereas at another site the timeframe may be as short as one day; ● the caliber of crimes committed by the students may range from a misdemeanor (e., probation violation) to a felony (e., murder); ● the student population could be all male or both genders; ● immediate medical attention is available at one site on a daily basis while at another site it may range from several hours to a couple days per week; ● varying elective courses are offered; and ● access to off-site activities, such as community service opportunities, educational fieldtrips, and sporting events varies.