1 / 24

HOMELESSNESS AND THE EFFECTS ON STUDENT’s BEHAVIOR AND ATTITUDES IN THE SCHOOL SETTING

HOMELESSNESS AND THE EFFECTS ON STUDENT’s BEHAVIOR AND ATTITUDES IN THE SCHOOL SETTING. An Action Research Project By Tiffany Green EDUC 702.22, Spring 2010. Table of Contents. Abstract Introduction Statement of the Problem 3

melva
Download Presentation

HOMELESSNESS AND THE EFFECTS ON STUDENT’s BEHAVIOR AND ATTITUDES IN THE SCHOOL SETTING

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. HOMELESSNESSAND THE EFFECTS ON STUDENT’s BEHAVIOR AND ATTITUDES IN THE SCHOOL SETTING An Action Research Project By Tiffany Green EDUC 702.22, Spring 2010

  2. Table of Contents • Abstract • Introduction • Statement of the Problem 3 • Review of Related Literature 5-10 • Statement of the Hypothesis 11

  3. Table of Contents • Methods • Participants(N) • Instrument(s) • Experimental Design • Procedure

  4. Table of Contents • Results • Discussion • Implications • References 16 • Appendix (ces) • Appendix A: Parent-Child Consent form 18

  5. Table of Contents • Appendix B: Personal Student Survey 19-20 • Appendix C: Teacher-student behavioral assessment survey 21-22 • Appendix D: Parent-child behavioral assessment survey 23-24

  6. Statement of the Problem • Homelessness is on the rise due to the economic recession affecting the nation. It is at its highest ever in NYC in over 25 years. As a result, there is an influx of individuals and families in the shelter system due to the lack of housing and financial resources (WWW.NYC.GOV) • School aged children lack the resources, support and services necessary to actively succeed in school and thus, their behaviors and attitudes are negatively effected by the lack of school advocates and parental involvement concerning their needs.

  7. Theorists • Learning requires social interaction and collaboration. - J. Lave Hierarchy of Needs - A. Maslow

  8. Review of the Literature What are the facts? • Homelessness is a global problem that is growing and effecting the education of school aged children on a greater scale. There is a recurrent used for public shelters for 8,251 children in NYC linked to child welfare services. There is a need for community collaboration and increase in services. (Brodbar, Culhane, Metraux, & Park 2004)

  9. Review of the Literature Supportive Theorists for Collaborative Methods • With the collaboration of both school and shelter personnel changes can be made to decrease feelings of isolation and embarrassment and foster unity in the lives of many of these children in need. (Hall, 2007) • Several cities have be noted as developing and implementing preventive strategies and activities for homeless youth in school. (DeSilva, Nabors & Proesher, 2001)

  10. Review of the Literature • The issue of homelessness has created many behavioral issues and attitudes that have become challenges for students who are at a higher risk of emotional, physical and social problems. (Risko & Walker-Dalhouse, 2008) • Informational guides are provided to school officials on ways to educate and treat homeless students in the public school setting. (Seifert & Stauffer, 2000)

  11. Review of the Literature • Current Strategies • A case study proved that 240 homeless students who were bused to a college campus to reside there permanently for 10 days for a period of 3 weeks did significantly better on their post literacy test than their pre literacy screening. (Sinatra,2007) • Character Education implementation in classrooms have begun across the nation. (Brimi, 2009)

  12. Review of the Literature Pros as a Result of Collaboration and Interventions • There is a link to the importance of dramatic role play in literature and expressing the emotions and imaginative play of homeless children in shelters. (Kraus, 2006) • With the use of technology students are able to engage in virtual problem solving strategies through role-play. This helps to develop skills in order to resolve problems. (Dracup, 2008)

  13. Review of the Literature • Picture books encourage discussion about cultural and behavioral norms and great for role play and social interaction. They engage young readers to think critically, analytically and foster character education principles. (O’Neil, 2010) • Counseling as a strategy for helping these students and ways to develop positive peer and staff interaction. (Daniels, 1995) • Improvement in literacy success and behavioral development. (Da Costa Nunez, 1994)

  14. Statement of the Hypothesis • HR1: Implementing character education lessons over a three week period three times a day for 30 minutes to 20 students at PS X who live in a NYC shelter will positively increase their behavior and attitude towards learning in the classroom.

  15. Methods • Participants (N): The students for this study were selected from an increasing number of homeless youth in the 4th grade at PS X in Brooklyn, New York. The population is 50% boys and 50% girls of either African American or Hispanic decent. Twenty students were randomly selected from a list of homeless students and asked to participate in the study for a period of 3 weeks, 3 times a day for 30 minute intervals.

  16. Instruments • Several measurement instruments will be used to determine the attitudes and behaviors of these 20 homeless students • Parent- child consent form • Personal student surveys • Teacher- student behavioral assessment survey • Parent- child behavioral assessment survey

  17. References • Refer to Final Action Research Report for 25 citations in APA-6TH Edition

  18. Appendix A: Consent Form • Dear Principal, • I am writing to inform you that I am completing my graduate work in the Childhood Education Program at Brooklyn College and I am interested in performing an action research project at your school for the completion of my Masters degree in the Fall 2010. The purpose of my research is to determine the attitudes and behaviors of homeless students in the public school setting. My research will require me to work with a controlled group of 20 homeless 4th grade students over a course of 3 weeks 3 times a day for 30 minute periods. I will be using detailed personal surveys from these students, their parents and their teachers as my instrument of measurement. This attempt will help me to gather the most accurate information about student attitudes and behaviors toward school and the services that can be render to help them achieve. • All of the results obtained from the participants will be keep private and anonymous. The results gathered will help me get a clearer look into the minds of homeless students and make an attempt at getting the personal services that they need to succeed in school and ultimately in life. • As a result I am asking for your permission to carry out my action research project at your school during the new 2010 school year in September. Thanking you in advance for your cooperation and support in this matter. Please contact me if you have any questions. • Sincerely, • Tiffany Green

  19. Appendix B: Student Survey • (To be given to all 20 participants prior to action research) • Directions: Please write the number on the line that matches the most accurate statement. • Part A: Demographics • Gender: (1) Male (2) Female ____ • Age: (1) 7 years old (2) 8 years old (3) 9 years old (4) 10 years old ____ • Race: (1) Caucasian (2) African-American (3) Hispanic • (4) Asian (5) Mixed Heritage (6) Other ____ • Number of people in the household (including yourself): • 2 people (2) 3 people (3) 4 people (4) 5 or more people ____ • Part B: Personal Feelings • Directions: Please write the number on the line that matches how you feel about the statement. • 1 2 3 4 • Strongly Agree Agree Disagree Strongly Disagree • I like going to school. ___________ • I feel safe at school. ___________

  20. Student Survey (cont’d) • I like my teacher and classmates. ___________ • I think that I am a good student. ___________ • I feel good about myself. ___________ • I get along well with others. ___________ • I like where I live. ___________ • I like to talk about my feelings. ___________ • When I get mad I misbehave. ___________ • My parents help me with my homework. ___________

  21. Appendix C:Teacher-Student Survey • Teacher-Student Behavioral Assessment Survey on Attitudes and Behavior • (To be given to the teacher of all 20 participants prior to action research) • Directions: Please write the number on the line that matches the most accurate statement. • 1 2 3 4 • Strongly Agree Agree Disagree Strongly Disagree • I like teaching students. _______ • I have at least 15 students in my class. _______ • I know the signs of a struggling student. _______ • I talk to all my students individually for at least 5 • minutes a day every day. _______ • I am aware of their living conditions at home. _______ • I have tried to create a classroom that is safe • and comfortable for my students to learn and • share their feelings. _______

  22. Teacher-Student Survey (cont’d) • I am in advocate for character education in schools. _______ • I have at least 25% of students who are homeless. _______ • I encourage parent and/or family involvement. ______ • I help my students access the services they • need to improve their academics and behavior. ______ • I monitor my students grades as well as their • behavior. ______ • I can tell when a student is acting out for attention. ______ • I reward good behavior and address negative • behavior. ______ • I attend school workshops to learn how to assess • my student’s behaviors. ______ • I collaborate with other teachers and school • officials such as counselors to share ideas and intervention • techniques. ______

  23. Appendix D: Parent-Child Survey • Parent-Child Behavioral Assessment Survey on Attitudes and Behavior • (To be given to the parent of all 20 participants prior to action research) • Directions: Please write the number on the line that matches the most accurate statement. • 1 2 3 4 • Strongly Agree Agree Disagree Strongly Disagree • I am involved in the education of my child. ______ • I have an open relationship with my child’s teacher. ______ • I talk to my child about his/her feelings and how to • deal with them. ______ • I have provided a safe and loving home for my child. ______ • My child is a social person who likes school. ______ • My child gets along well with other family members. ______ • I have gotten good reports about my child’s academics • and behavior from their teacher. ______

  24. Parent-Child Survey (cont’d) • My child and I have a great relationship. ______ • I encourage my child to stay in school and pursue his/her • goals in life. ______ • I have sort out all of the services needed to help • my child. ______

More Related