Teacher Perceptions of a Full-Service Community School Strategy for Language Arts Students

Students of all abilities at a Full-Service Community School (FSCS) in northern New Jersey are not meeting federal and state accountability requirements in language arts. Research studies indicated that the FSCS strategy can improve instructional practices, which will improve academic success. For t...

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Main Author: Dorrman, Jaclyn Marie
Format: Others
Language:en
Published: ScholarWorks 2017
Subjects:
Online Access:https://scholarworks.waldenu.edu/dissertations/3559
https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=4662&context=dissertations
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spelling ndltd-waldenu.edu-oai-scholarworks.waldenu.edu-dissertations-46622019-10-30T01:23:00Z Teacher Perceptions of a Full-Service Community School Strategy for Language Arts Students Dorrman, Jaclyn Marie Students of all abilities at a Full-Service Community School (FSCS) in northern New Jersey are not meeting federal and state accountability requirements in language arts. Research studies indicated that the FSCS strategy can improve instructional practices, which will improve academic success. For this qualitative case study, the purpose was to document and analyze the strengths and weaknesses of the FSCS academic component for language arts used by 8 teachers from kindergarten to 6th grade. The conceptual framework that guided this study was grounded in the central understanding of Vygotsky and the constructivist theory of Bruner. The perceptions of language arts teachers who taught for at least two years in the district and utilized the FSCS academic component were necessary in identifying ways to improve teacher instruction. The study examined teachers' perspectives through interviews and the research questions focused on the strengths and weaknesses of the academically integrated FSCS strategy. The data was then transcribed and the data analysis of open coding was used to determine themes. The strengths included the mission, vision, and goals and the perceived weaknesses were focused on collaboration and the lack of time to collaborate. Based on the research findings it is recommended that a collaborative period be added to the master schedule to allow more opportunities to collaborate and improve instructional practices for language arts. Implementing the collaborative period may contribute to positive social change by allowing teachers and FSCS members to create common formative assessments, review student data, and lesson plan to improve instruction, which, ultimately may lead to higher levels of academic success for students in Language Arts. 2017-01-01T08:00:00Z text application/pdf https://scholarworks.waldenu.edu/dissertations/3559 https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=4662&context=dissertations Walden Dissertations and Doctoral Studies en ScholarWorks Case Study Community Schools Education
collection NDLTD
language en
format Others
sources NDLTD
topic Case Study
Community Schools
Education
spellingShingle Case Study
Community Schools
Education
Dorrman, Jaclyn Marie
Teacher Perceptions of a Full-Service Community School Strategy for Language Arts Students
description Students of all abilities at a Full-Service Community School (FSCS) in northern New Jersey are not meeting federal and state accountability requirements in language arts. Research studies indicated that the FSCS strategy can improve instructional practices, which will improve academic success. For this qualitative case study, the purpose was to document and analyze the strengths and weaknesses of the FSCS academic component for language arts used by 8 teachers from kindergarten to 6th grade. The conceptual framework that guided this study was grounded in the central understanding of Vygotsky and the constructivist theory of Bruner. The perceptions of language arts teachers who taught for at least two years in the district and utilized the FSCS academic component were necessary in identifying ways to improve teacher instruction. The study examined teachers' perspectives through interviews and the research questions focused on the strengths and weaknesses of the academically integrated FSCS strategy. The data was then transcribed and the data analysis of open coding was used to determine themes. The strengths included the mission, vision, and goals and the perceived weaknesses were focused on collaboration and the lack of time to collaborate. Based on the research findings it is recommended that a collaborative period be added to the master schedule to allow more opportunities to collaborate and improve instructional practices for language arts. Implementing the collaborative period may contribute to positive social change by allowing teachers and FSCS members to create common formative assessments, review student data, and lesson plan to improve instruction, which, ultimately may lead to higher levels of academic success for students in Language Arts.
author Dorrman, Jaclyn Marie
author_facet Dorrman, Jaclyn Marie
author_sort Dorrman, Jaclyn Marie
title Teacher Perceptions of a Full-Service Community School Strategy for Language Arts Students
title_short Teacher Perceptions of a Full-Service Community School Strategy for Language Arts Students
title_full Teacher Perceptions of a Full-Service Community School Strategy for Language Arts Students
title_fullStr Teacher Perceptions of a Full-Service Community School Strategy for Language Arts Students
title_full_unstemmed Teacher Perceptions of a Full-Service Community School Strategy for Language Arts Students
title_sort teacher perceptions of a full-service community school strategy for language arts students
publisher ScholarWorks
publishDate 2017
url https://scholarworks.waldenu.edu/dissertations/3559
https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=4662&context=dissertations
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