Teacher perceptions of low -income and minority students in schools undergoing comprehensive school reform.

摘要

This qualitative research study examines teacher perceptions of low-income and minority students in schools undergoing comprehensive reform. It considers how, why, and to what extent teacher perceptions are sometimes influenced and sometimes left untouched by reform. This research further considers how the model and language of reform and the way in which reform is implemented and encultured within schools mediates or influences teacher attitudes.;Findings from this research suggest that the nature of local school context, whether positive or negative, may be more important than comprehensive school reform models in shaping the relationship between low-income and minority students and their teachers. This research also suggests that while positive school contexts appear to foster positive teacher perceptions of students, they do not necessarily ensure strong academic environments that support improvements in student outcomes.;The data for this study is derived from a longitudinal, four-year case study of comprehensive school reform in California. The three schools included in this study were part of a single district, located in an urban environment, and serving a low-income student population that is largely Hispanic and English language learners. The schools were selected for their varying degrees of success in implementing and sustaining their selected school reform model (Edison, Comer, and MicroSociety), and their differential improvement of student outcomes as demonstrated by student achievement data collected and reported by the district. Analysis of 164 transcripts from interviews with teachers, school administrators, and district staff supported the development of three case studies. Subsequent cross-case analysis examined the interrelationship of context at the state, district, and school levels, as well as the influence of reform design.