The "best" teachers and the "worst" teachers
Subtitle: an analytic paper on the perspectives of adolescents at risk of dropping out of urban schools
By: Ushma Shah
Contributors: Harvard University. Graduate School of Education
Published: 2008
Language: eng
Number of pages: 70
Subjects: Teacher-student relationships; Case studies; Effective teaching; Counseling in secondary education; Interpersonal communication in children
Description: This study investigated how students at risk of dropping out of school perceive their "best" and their "worst" middle school teachers. Specifically, it asked: (1) How do urban adolescents at risk of leaving the school system describe their relationships with their "best" teachers? What do students say these teachers DO that makes them effective? What examples can they provide? (2) How do urban adolescents at risk of leaving the school system describe their relationships with their "worst" teachers? What do students say these teachers DO that makes them ineffective? What examples can they provide? (3) Are there common and/or contrasting constructs along which students describe their "best" versus their "worst" teachers? The qualitative study used focus groups and interviews to collect data in a two phase format designed to allow for an internal check for validity. Analysis of data collected in the first phase indicated three constructs along which students described their "best" and their "worst" middle school teachers: (1) Level of Validation, (2) Level of Instructional Support and (3) Classroom Context. Students' "best" teachers demonstrated that they acknowledged students as individuals. proactively guided them as learners, and created collaborative learning environments. Students' "worst" alienated students, abandoned them as learners and allowed disordered classrooms.

The second phase of data collection and analysis confirmed that students' "best" teachers were ones who created opportunities for students to work together. The second phase of data collection also indicated that more research would be needed to explore the situations in which students preferred teachers who were actively involved in the learning process versus those situations in which students preferred to work independently. More research would also be needed to further explore the boundaries of and limits to the personal interaction with teachers that students valued. The analytic paper includes a discussion of how we might use knowledge from this study and others like it to improve teaching and learning at the classroom level and considers possible directions for future research.
Notes: Analytic paper (Ed.D.)--Harvard Graduate School of Education, 2008.

Includes bibliographical references (leaves 62-69).