Expecting AVID Success: The Teacher Perspective

acceleration programs;expectancy theory;AVID

Carlin, Lori Major ; Dr. Bonnie Fusarelli, Committee Chair,Dr. Pam Van Dyk, Committee Member,Dr. Kenneth H. Brinson, Jnr., Committee Member,Dr. Robert Serow, Committee Member,Carlin, Lori Major ; Dr. Bonnie Fusarelli ; Committee Chair ; Dr. Pam Van Dyk ; Committee Member ; Dr. Kenneth H. Brinson ; Jnr. ; Committee Member ; Dr. Robert Serow ; Committee Member

University:North Carolina State University

关键词: acceleration programs;    expectancy theory;    AVID;   

Others  :  https://repository.lib.ncsu.edu/bitstream/handle/1840.16/5514/etd.pdf?sequence=1&isAllowed=y

美国|英语

来源: null

【 摘 要 】

This study considers the perceptions of the AVID program of 3 teachers within 3 counties in North Carolina. Although multiple student achievement programs are available to public schools today, the AVID program is the one most commonly adopted because AVID aggressively claims positive results. According to the AVID program, more AVID graduates apply, attend, and graduate from higher education than national and local averages. AVID is designed to assist those students from the "forgotten middle," characterized by those with high test scores, average-to-low grades, and minority or low-socioeconomic status who will be the first in their family to attend college. Within the program are 11 components that must be followed in order for school districts to receive AVID certification. Several studies of the AVID program have investigated the quantitative claims of the program, but very few have addressed qualitative concerns. This study seeks to provide a cross-case analysis of the teacher's perspective of AVID in light of teaching practices and teacher expectations. The research was conducted through semi-structured interview questions, observation, and data collection. Study findings demonstrate that the participants are largely satisfied with their experience and training in the AVID program although they acknowledge the initial training is overwhelming. They do not believe that AVID alters the expectations they have for themselves or for their students. They provide several recommendations on how AVID can improve in order to meet their needs as well as those of the AVID students. Finally, this study suggests a number of other questions for future research.