Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2018 Teacher Effectiveness With At-Risk Students in Alternative Education Settings Natasha Conover Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Educational Psychology Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Natasha Conover has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Rachel Moore, Committee Chairperson, Psychology Faculty Dr. Cheryl Tyler-Balkcom, Committee Member, Psychology Faculty Dr. Bonnie Nastasi, University Reviewer, Psychology Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2018 Abstract Teacher Effectiveness With At-Risk Students in Alternative Education Settings by Natasha Conover MA, Fairleigh Dickinson University, 2005 BA, Fairleigh Dickinson University, 2005 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Psychology Walden University November 2018 Abstract At-risk youth come to school with a variety of challenges that sometimes lead to voluntary or involuntary disengagement from traditional high schools. Alternative education programs are an alternate placement for students who have disengaged from traditional high schools. Although researchers have shown that teacher and staff approaches to the overall educational experience of a student contribute to student success in alternative education programs, they have also highlighted that the lack of teacher-student relationships contributes to student disengagement. These findings may indicate that not all teachers are willing or able to connect with at-risk students. The purpose of this qualitative case study was to explore what educators identified as the personal factors that support their motivation, interest, and eagerness to be an effective teacher in an alternative education setting in a Northeastern U.S. city. Self-determination theory was the theoretical foundation to study the relationship between the motivation of an educator and their effectiveness. Data included semistructured interviews and guided writing assignments with 4 educators from an effective alternative education program. Seven significant themes emerged that educators identified as personal factors that support motivation, interest, and eagerness to be an effective teacher in an alternative education setting: (a) understanding, (b) defining moment, (c) perspective and outlook, (d) personal and/or psychological goal attainment, (e) intrinsic motivation, (f) teacher beyond academics, and (g) internal fortitude. Implications for social change include information to help in recruitment of effective teachers for engaging at-risk students, thereby promoting their chances for academic and nonacademic success. Teacher Effectiveness With At-Risk Students in Alternative Education Settings by Natasha Conover MA, Fairleigh Dickinson University, 2005 BA, Fairleigh Dickinson University, 2005 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Psychology Walden University November 2018 Dedication I dedicate this work to my one and only child and the love of my life, Makai Sanks. You are the reason I embarked on this journey. I wanted to make sure I had a solid foundation so that you and I would always be ok and would never have to depend on anybody. I wanted to instill a scholarly attitude in you from the beginning so that you know and understand anything is possible with God, faith, and the right attitude. Also, I dedicate this work to all first generation college students who come from a low-socioeconomic area. I dedicate this to you because I want you to know nothing is impossible. I want you to know that your destiny is yours and can absolutely be fulfilled. I want you to listen to your heart and follow that pulse. Acknowledgments Firstly, I would like to thank Al-Tarique Sanks. You were the first person who supported me on this journey. Whenever I needed you to keep our son so that I could do work, you did it without any hesitation. You were willing to schedule our co-parenting schedule around my doctoral work schedule and I am forever grateful for that. Secondly, I would like to thank Makai Sanks. There have been plenty of days that I sacrificed maybe playing a game or going out for family fun to do work. Thank you for letting me work on my dissertation. Thirdly, I would like to thank Gisele Bartley. You came in my life when I was trying to figure out who I was in this journey. While things kept changing, your support never wavered. You have helped tremendously and I am indebted to you. Thank you. Thank you to my friends and family that supported, motivated, and consistently prayed for me. Lastly, I would like to thank my committee members. Dr. Moore, thank you for believing in me and accepting my request to be my chair. I remember you telling me I was your last doctoral student you were taking on now, 3 years later, you have guided me to this point. Thank you for your ongoing support. Dr. Balkcom, thank you for your valuable feedback and comments. It is my sincere belief that both of my URR processes were not difficult because you and Dr. Moore challenged me to push a little further. Dr. Nastasi, my University Review Reviewer, thank you for your expertise. Lastly, thank you Ralph Lehman, my Writing Center editor, for your thorough editing. Table of Contents List of Tables .......................................................................................................................v List of Figures .................................................................................................................... vi Chapter 1: Introduction to the Study ....................................................................................1 Introduction ....................................................................................................................1 Background ....................................................................................................................5 Problem Statement .......................................................................................................11 Purpose of Study ..........................................................................................................12 Research Question .......................................................................................................12 Theoretical Framework ................................................................................................12 Nature of the Study ......................................................................................................13 Definitions....................................................................................................................16 Assumptions .................................................................................................................17 Scope and Delimitations ..............................................................................................17 Limitations ...................................................................................................................19 Significance of the Study .............................................................................................20 Social Change ....................................................................................................... 21 Summary ......................................................................................................................22 Chapter 2: Literature Review .............................................................................................24 Introduction ..................................................................................................................24 Literature Search Strategy............................................................................................25 Theoretical Foundation ................................................................................................27 i Intrinsic and Extrinsic Motivation ........................................................................ 28 Self-Determination Theory and Past Studies ........................................................ 30 Literature Review Related to Key Variables and Constructs ......................................34 Teacher Effectiveness ........................................................................................... 34 Alternative Education Programs ........................................................................... 37 Trauma and At-Risk Students ............................................................................... 41 School Connectedness and School Relationships ................................................. 44 Teacher Impact...................................................................................................... 46 Summary and Conclusions