Perceptions of the Role of Connection and Identity in Creating a Positive School Experience

摘要

The American education system was designed to prepare children for a predictable, routinized workplace that is no longer the reality in our country (Pink, 2001). Today's world is dynamic, ever-changing and, in many ways, the complete opposite of the world that inspired the design of our education system. Our schools need to reflect this reality and become places that value and foster the human elements of education. This qualitative study looked at the human elements of connection and identity and the influence of these elements on the school experiences of high-functioning autistic high school students who had previous negative school experiences, including bullying. This study specifically sought to better understand the perspectives of students, teachers, and parents when it comes to these aspects of education. The purpose of this study was to gather information about how these stakeholders perceive the importance of connection and identity development in our schools. Data for this study were collected through semi-structured interviews and classroom observations. Thick, rich description was provided to describe participant experiences and perceptions of connection and identity development. Analysis of the data yielded four major ideas regarding the role of connection and identity development in creating a positive school experience: (1) the role of the teacher is vital, (2) environment is key, (3) connected kids are confident, happy kids, and (4) parents may not be a crucial component in creating a positive school experience. Recommendations included teachers fostering and nurturing connection and identity development classrooms, which stems from principals providing professional development opportunities to create a culture of connection within their schools. All of this is dependent upon teacher education programs including classes about the human dynamic of teaching and learning. This study lays the foundation for additional studies to expand upon these ideas, solidifying the importance of schools giving time and attention to these human elements.