ABSTRACT

The purpose of the present study was to explore student and teachers’ perceptions of the academic environment in an urban residential treatment center school setting, which serves female students with myriad behavioral, social, emotional, and/or academic challenges, half of which have IEPs and the remainder of which are significantly at-risk and also receive individual learning plans. Using focus group interview methods provided important information from both students (n = 58) and teachers (n = 27) regarding specific areas in need of improvement. The research team identified four primary themes throughout the student data and four in the teacher data. Themes that emerged throughout the student data included need for least-intrusive behavioral management, preventative strategies for behavior, differentiated instruction, and recognition. Teacher data resulted in themes of lesson plan difficulties, academic versus social-emotional well-being, balancing academic and behavioral needs, and additional assistance within the classroom. Both students and teachers voiced a number of significant concerns and provided useful ideas that can enhance the preparation and supports for teachers in training and practice, most immediately the information informed teachers in this specific context. Implications for research and broader practice are also discussed.

摘要

本研究的目的是在城市住宅治疗中心学校环境中探索学生和教师对学术环境的看法，该学校为女学生提供各种行为，社交，情感和/或学术挑战，其中一半具有IEP其余的则处于严重危险之中，并且还会接受个人学习计划。使用焦点小组访谈方法为学生（n = 58）和老师（n= 27）有关需要改进的特定领域。研究团队在整个学生数据中确定了四个主要主题，在教师数据中确定了四个主题。整个学生数据中出现的主题包括：最低介入行为管理，行为预防策略，差异化教学和认可。教师数据导致了课程计划困难，学术与社会情感幸福感，平衡学术和行为需求以及教室内的额外帮助等主题。学生和教师都表达了许多重大关切，并提供了有用的想法，可以增强教师在培训和实践中的准备和支持，最直接的方式是在这种特定情况下向老师提供信息。