A case study of teacher attitudes, belief systems, and behaviors associated with substantive student academic achievement in a charter school serving an economically disadvantaged urban population

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dc.contributor.advisorSchumacher, Gerald T.
dc.contributor.committeeMemberOrange, Amy
dc.contributor.committeeMemberMcEnery, Lillian
dc.contributor.committeeMemberPrice, Carlos
dc.creatorGoodman, Jennifer Suzanne
dc.creator.orcid0000-0002-9796-5380
dc.date.accessioned2017-01-19T22:21:22Z
dc.date.available2017-01-19T22:21:22Z
dc.date.created2016-12
dc.date.issued2016-11-09
dc.date.submittedDecember 2016
dc.date.updated2017-01-19T22:21:23Z
dc.description.abstractThe purpose of this qualitative multiple case study was to research teacher attitudes, belief systems, and behaviors associated with academic achievement for students in a charter school serving an economically disadvantaged, urban population. This research sought to acquire teacher and student perceptions concerning what they believed were the most effective perspectives, convictions, and actions of successful teachers. Since the research shows that the teacher really matters and is the most impactful component to student academic achievement, then administrators can use these guiding qualities to hire the best teachers for their students and to focus on improving the caliber of their teachers. Bandura’s Self-Efficacy Theory was utilized to frame this study as the researcher viewed perceived best practices through the lens of four teachers and nine high school students in a public charter school. The findings indicated that research based best practices supporting effective teacher attitudes, beliefs, and behaviors are consistent in a public charter school as well and the greatest opportunity for academic achievement improvements lies with the quality of the teachers.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10657.1/618
dc.language.isoen
dc.subject.lcshAcademic achievement
dc.subject.lcshEffective teaching
dc.subject.lcshCharter schools
dc.titleA case study of teacher attitudes, belief systems, and behaviors associated with substantive student academic achievement in a charter school serving an economically disadvantaged urban population
dc.typeDissertation
dc.type.materialtext
thesis.degree.departmentSchool of Education
thesis.degree.disciplineEducational Leadership
thesis.degree.grantorUniversity of Houston - Clear Lake
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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