Making a Difference!What Effective Teachers

Do to Support At-risk/Highly Mobile Students

Beyond HousingJanuary 20, 2012

Leslie W. Grant, Ph.D.Old Dominion University

Patricia A. Popp, Ph.D.The College of William and Mary

What is the significanceof this study?

Moving from Access to Academics

Addressing the Achievement Gap

Addressing Unique Instructional Challenges

Focusing on Importance of Teachers

Research Study

Essential Questions:

1. What do award-winning teachers of at-risk and/or highly mobile students do that makes them effective?

2. How do teachers in China and the United States compare?

Defining “At-risk”

Internal v. external factors

PovertyMobility“Border Children”“Minority”

National Context of Teacher Effectiveness Research

U.S. • Federal: No Child Left Behind (NCLB)• State: 50 systems of education• Focus on standards and individuality

China• Nationwide curriculum reform since 2001 • Shift from memorization, drill, and

prescribed textbooks to practices that foster individuality, self-expression, inquiry, creativity, and creative thinking skills

Method Case Studies of six award-winning

teachers in the US• 2-hour observation of teaching• Interview of beliefs about teaching and

teaching practices

Case studies of six award-winning teachers in China (same process) included here anecdotally

Classroom Observations Observation Elements:

• Instructional Activities• Level of Student Engagement• Cognitive Levels of Tasks• Learning Director

Observations in 5-minute intervals

Instructional Activities Per Observation

China (N=6) United States (N=6)0123456789

10

Mean

Student Engagement Per Observation

China (N=6) United States (N=6)1

1.21.41.61.8

22.22.42.62.8

3

Mean

1 = low engagement 2 = moderate engagement 3 = high engagement

Cognitive Level of Instructional Activities Per Observation

1 = not evident 2 = evident 3 = highly evident

QuestioningPercentage of Questions by Cognitive Demand for

Teacher-Generated and Student-Generated Questions

Teacher Generated

N=203

Student Generated

N=50Low Cognitive Demand

38% 26%

Intermediate Cognitive Demand

35% 56%

High Cognitive Demand

27% 18%

U.S. Teachers Only

QuestioningPercentage of Questions by Cognitive Demand for

Teacher-Generated and Student-Generated Questions

Teacher Generated

N=203

Student Generated

N=50Low Cognitive Demand

38% 26%

Intermediate Cognitive Demand

35% 56%

High Cognitive Demand

27% 18%

Grant, Stronge, & Popp (2008)

U.S. Teachers Only

QuestioningPercentage of Questions by Cognitive Demand for

Teacher-Generated and Student-Generated Questions

Teacher Generated

N=203

Student Generated

N=50Low Cognitive Demand

38% 26%

Intermediate Cognitive Demand

35% 56%

High Cognitive Demand

27% 18%

Grant, Stronge, & Popp (2008)

U.S. Teachers Only

Qualities of Effective TeachersEFFECTIVE TEACHERS

Prerequisites

Organizing for Instruction

Classroom Management &

InstructionImplementing

Instruction

Monitoring Student

Progress & Potential

The Person

Job Responsibilities and Practices

Used with the Permission of Linda Hutchinson, Doctoral Student, The College of William and Mary

Background

Meeting At-Risk/Highly Mobile Student Needs

Affective Needs

Academic Needs

Technical Needs

Affective Needs What does it mean?

• Helping students develop a sense of belonging• Developing intrinsic motivation• Attending to emotional needs

What does it sound like? I work hard to reduce stress in the classroom – to make it very comfortable and positive. I want to be seen as a helper/facilitator, not a dictator.

-- Jeana

Academic Needs What does it mean?

• Focusing on the academic achievement• Working toward academic progress

What does it sound like? I think [my relationship with students] it’s a big role because I take ownership into their learning process and involvement and there should be no question on their part that I’m a player and that they don’t stand alone. And I think that makes a big difference.

-- Janice

Technical Needs What does it mean?

• Focusing on the outside needs of at-risk/highly mobile students such as assistance with food, housing, referrals to agencies

• Considering relationship with parents in working with students

What does it sound like? It’s not that the parents don’t care and I find the parents increasingly supportive. But the reality is that they also come from highly dysfunctional homes.

-- Tanya

Overall Themes Affective and academic needs

intertwined High expectations for all

students Assessment integral to

instruction

Application

1. Join a group2. Read the recommended practices3. Identify how you could

incorporate the suggestion4. Be ready to report out 1-2 ideas

Metaphors for Teaching Teacher Voices

Teaching students who are at-risk/highly-mobile is like …

…fostering (planting) a piece of seed. You must have a correct values like nutrition, correct view of knowledge like sunshine, correct methods like the farmers’ work.

-- Mei (China)

… a Roller Coaster RideThere are incredible highs and incredible lows, but eventually you reach your destination if you just hang on. If you don’t mind being on a roller coaster, it’s the thrill of a lifetime.

-- Tanya

Xianxuan XuThe College of William & Mary757.229.5743xxu@email.wm.edu

James H. StrongeThe College of William & Mary757.221.2339jhstro@wm.eduWebsite: jhstro.people.wm.edu

Leslie W. GrantOld Dominion University 757.683.3315

lgrant@odu.edu

Patricia PoppThe College of William and Mary757.221.7776pxpopp@wm.edu