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A qualitative case study examining t...

Sommer, Susan Waters.

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A qualitative case study examining the five safety dimensions of academic safety, emotional safety, social safety, behavioral safety and physical safety as perceived by faculty, support personnel, and students in a rural high school that is organized into learning communities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A qualitative case study examining the five safety dimensions of academic safety, emotional safety, social safety, behavioral safety and physical safety as perceived by faculty, support personnel, and students in a rural high school that is organized into learning communities./
作者:	Sommer, Susan Waters.
面頁冊數:	322 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0481.
Contained By:	Dissertation Abstracts International66-02A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3164740
ISBN:	0496999702

A qualitative case study examining the five safety dimensions of academic safety, emotional safety, social safety, behavioral safety and physical safety as perceived by faculty, support personnel, and students in a rural high school that is organized into learning communities.
Sommer, Susan Waters.

A qualitative case study examining the five safety dimensions of academic safety, emotional safety, social safety, behavioral safety and physical safety as perceived by faculty, support personnel, and students in a rural high school that is organized into learning communities. - 322 p.

Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0481.

Thesis (Ed.D.)--University of Hartford, 2005.

This study explored how faculty, support personnel, and students of a comprehensive public high school, organized into learning communities, perceive students' affective needs are met. The conceptual framework driving this study is Bluestein's (2001) five safety dimensions of academic, emotional, social, behavioral, and physical safety. Using a single site descriptive case study design; faculty and support personnel, and students were surveyed and participated in focus group interviews to assess their perceptions of how these five safety needs are met. The results of this study show that the faculty, support personnel, and students perceive that these five safety dimensions are met to varying degrees. Strengths lie in the areas of academic and emotional safety. Safety dimensions that present themselves as challenge areas are social, behavioral, and physical safety.

ISBN: 0496999702Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

A qualitative case study examining the five safety dimensions of academic safety, emotional safety, social safety, behavioral safety and physical safety as perceived by faculty, support personnel, and students in a rural high school that is organized into learning communities.
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245 1 2 $a A qualitative case study examining the five safety dimensions of academic safety, emotional safety, social safety, behavioral safety and physical safety as perceived by faculty, support personnel, and students in a rural high school that is organized into learning communities.
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500 $a Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0481.
500 $a Director: Judith C. Houle.
502 $a Thesis (Ed.D.)--University of Hartford, 2005.
520 $a This study explored how faculty, support personnel, and students of a comprehensive public high school, organized into learning communities, perceive students' affective needs are met. The conceptual framework driving this study is Bluestein's (2001) five safety dimensions of academic, emotional, social, behavioral, and physical safety. Using a single site descriptive case study design; faculty and support personnel, and students were surveyed and participated in focus group interviews to assess their perceptions of how these five safety needs are met. The results of this study show that the faculty, support personnel, and students perceive that these five safety dimensions are met to varying degrees. Strengths lie in the areas of academic and emotional safety. Safety dimensions that present themselves as challenge areas are social, behavioral, and physical safety.
520 $a The data from this study indicate that faculty and support personnel believe that structural components of the high school experience, such as the formation of learning communities by grade level, provide the necessary ingredients for meeting students' affective needs. Students, however, report that they often find their own ways to meet their affective needs, particularly in regard to feeling a sense of belonging to the school community. The implications for practice in high schools are to ensure that careful attention is paid to the development and implementation of programs designed to meet these needs within the structure of a learning community.
520 $a The dissertation presents recommendations for practice that focus on program development to meet students' affective needs, professional development to ensure that practices are geared toward these needs, and the development of policies and procedures that are proactive in helping adolescents learn in a safe and nurturing environment. Research recommendations include replication of the study in a variety of settings to see if similar results are found, as well as examining teacher and administrative preparation programs to see what extent these issues are addressed.
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