Purpose – The purpose of this paper is to examine the issue of at‐risk students in a rural district in Midwestern USA.Design/methodology/approach – This field‐based research study used a qualitative embedded case study of a middle and high school informed by an appreciative inquiry theoretical research perspective to identify a positive core of teacher and administrator experiences related to at‐risk students. At‐risk students are those who under‐perform in mandated academic assessments as well as school‐related academic achievement. Social capital and appreciative inquiry served as theoretical perspectives. Focus groups, semi‐structured interviews, and an online survey were the primary data‐gathering methods.Findings – Three findings illustrated the gap between present practice and the ideal state. The research team concluded that there was a foundation of positive core experiences from which to build on the espoused theory of caring professed by teachers and administrators.Originality/value – The study'...

Learning to appreciate at‐risk students: Challenging the beliefs and attitudes of teachers and administrators

How might appreciative school leadership meet the needs of 21st century schools? An initial inquiry

Dr George R Bieger, Indiana University of Pennsylvania
Dr Patricia S Smeaton, East Stroudsburg University of Pennsylvania
Dr Patricia A Pinciotti
East Stroudsburg University of Pennsylvania

The change process: A study of the move to block scheduling in five Pennsylvania high schools

Teachers, attitudes towards professional development activities and their impact on their practices and motivation. (c2011)

Exploring resistance to change and teacher attitude towards educational change in female schools in the Kingdom of Saudi Arabia

/pdf/trapped-by-central-administration-s-focus-on-nclb-teachers-my0mhidqjg.pdf

Trapped by Central Administration's Focus on NCLB: Teachers Struggling with Professional Development in an Urban Middle School

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Trapped by Central Administration's Focus on NCLB: Teachers Struggling with Professional Development in an Urban Middle School