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STUDENT PERCEPTIONS OF TEACHER SUPPORT: EFFECT ON STUDENT ACHIEVEMENT Michael D. O’Shea A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements of the degree of DOCTOR OF EDUCATION May 2006 Committee: Patrick Pauken, Advisor Patricia A. Buchanan Graduate Faculty Representative Bradley Rieger Rachel Vannatta Judith Zimmerman Ó 2006 Michael Dennison O’Shea All Rights Reserved iii ABSTRACT Patrick Pauken, Advisor The primary purpose of this study was to add empirical validity to Starratt’s (2004) model of the ethics of responsibility, authenticity, and presence. This qualitative study, through a collective case study methodology, sought to operationalize Starratt’s model by seeking the actual presence of this model in the interactions and support among three teachers and six students in one northwest Ohio high school. Of particular interest is the effect the application of these ethics has on student perceptions of teacher support, student engagement, and student academic performance. More specifically, the purpose of this study was to explore student perceptions of teacher support among lower performing students and higher performing students and teachers’ perceptions of providing support to their students. Important questions that must be answered are whether high-performing students differ from low-performing students in their perceptions of teacher support and how teacher perceptions of delivering support to their students compare to student perceptions of teacher support. A synthesis of the data identified five common components of teacher support. Both high-performing and low-performing students identified supportive teachers as those teachers who (1) provide additional help outside normal classroom hours, (2) maintain high behavioral and academic standards, (3) provide relevant lessons tied to real world applications, (4) get involved in students’ personal lives, especially when personal issues jeopardize academic achievement or overall well being, and (5) present lessons that are designed to take into account individual learning styles or unique circumstances. Taken in the context of their inter-dependent iv relationship with the ethics of responsibility, authenticity, and presence, a clear paradigm emerged that provides meaningful support for students and, ultimately, enhanced student academic performance. Three high school teachers from one northwest Ohio school were selected on a non- random, purposive basis. Two students were selected on a stratified-random basis from each teacher’s classroom for a total of six student participants. The first grouping consisted of those students with a grade point average of 3.0 or above; the second grouping consisted of students with grade point averages of 2.0 or below. All averages were based on a 4.0 scale. One student was drawn, at random, from each grouping for each teacher—totaling two students per teacher. This study explored the interactions between teachers and students within the classroom with particular attention given to the strategies utilized by teachers to engage, support, and encourage their students in a learning environment consistent with Starratt’s (2004) model of the ethics of responsibility, authenticity, and presence. Similar attention was given to the students with respect to their perceptions of support provided by their teachers. The study is significant in its exploration of the necessary, mutual, and meaningful connections made between teachers and students in an era of district and educator accountability and high numbers of students at risk of failure and dropout. v This dissertation is dedicated to teachers everywhere who come into the presence of their students fully conscious of the opportunities available in a single moment to inspire, to lead, to praise, to encourage, and to support each student—one student at a time. By embracing all that it means to be a teacher, you have altered the lives of your students forever. Thank you for making a real difference in the lives of countless others. Because of your presence, the world is a brighter place; without you the world is left longing for what might have been. “Have you ever really had a teacher? One who saw you as a raw but precious thing, a jewel that, with wisdom, could be polished to a proud shine? If you are lucky enough to find your way to such teachers, you will always find your way back.” Mitch Albom vi ACKNOWLEDGMENTS It is difficult to imagine realizing my dreams, my hopes, my aspirations throughout life would have been possible without the unqualified support and unconditional love of my wife, Patricia. I look forward to all the possibilities yet to come during our life journey together. To my adult children, Erin, Michael, Kevin, and Megan, thank you for the outstanding job you have done raising me. You have tolerated the intolerable. Words fail to capture how proud I am; you will always be my heroes. My family represents blessings beyond measure and I will never be able to repay you for not giving up on me. I am humbled in your presence. My brothers, Tom and Dennis, have left indelible marks on my heart. Thank you for always being there for me. And to my sister-in-law, Carol, thank you for showing all of us how to overcome adversity through faith, hope, and optimism. My mother, Jane O’Shea, through her unwavering support of her children in good times and bad, selfless service to others, and her uncompromising standards, taught me all I would ever need to know about moral leadership. Thanks, Toots! Few individuals have inspired me more than Dr. Cynthia Beekley and even fewer have provided the type of support and direction required to achieve success in an ever-increasing competitive and complex educational environment. Thank you for taking a chance on me. I will always be grateful for your faith and confidence in me. My dissertation committee has been supportive and encouraging beyond all expectations and without exception. Dr.Patrick Pauken lives the spiritual axiom that your treasure in life grows in direct proportion to the treasure you unselfishly give away. You are indeed a wealthy man. I have benefited greatly through his generous gift of time and constant encouragement. I am grateful to Dr. Rachel Vannatta for providing the very best model of teacher support of vii students. Unknowingly, she provided the inspiration for this study. Her gentle, but ever so persuasive, direction allowed me to explore this topic in ways that otherwise would not have been possible. Dr. Judith Zimmerman, through her high expectations and skillfully applied encouragement, set the tone of excellence for our cohort as we began this odyssey in that first class so many semesters ago. Dr. Patricia Buchanan’s genuine interest in my project, her willingness to help in anyway possible, and her personal sacrifice of time to make this happen will always be remembered and appreciated. I have also expanded my personal repertoire of verbs of attribution because of her. Over the years, Dr. Bradley Rieger has been an outstanding mentor and an even better friend. He remains the standard to which I aspire. Thank you, Dr. Rieger, for the swagger. All of you have contributed to my understanding of caring, supportive relationships and the limitless possibilities contained within. You are true teachers in every good sense of the word. My cherished friends in Cohort #6 will always be that—cherished friends. Having been the beneficiary of your unqualified support and encouragement, my life has been enriched. My memories of our long evening classes together and the countless projects on which we have collaborated will last a lifetime. I am looking forward to creating many more memories with you in the years ahead. As you read this dissertation, it is my hope that each one of you will find bits and pieces of your direct and positive influence on my life scattered among the pages. viii TABLE OF CONTENTS CHAPTER I. INTRODUCTION.................................................................................................... 1 Problem Statement .............................................................................................................. 1 Purpose of the Study........................................................................................................... 4 Research Questions............................................................................................................. 5 Definition of Terms............................................................................................................. 5 Theoretical Framework....................................................................................................... 8 Significance of the Study.................................................................................................. 10 Limitations ................................................................................................................... 13 Delimitations ................................................................................................................... 13 Organization of Remaining Chapters................................................................................ 14 CHAPTER II. LITERATURE REVIEW ..................................................................................... 15 At-Risk Students ............................................................................................................... 16 Defining At-Risk Students...................................................................................

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