Can you answer this question ?

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Recommendations for Solving Equity Gaps at James Monroe High School, Virginia

Michael Whitener

School of Education, Liberty University

In partial fulfillment of EDUC 816

Focus Group Questions

Central Question:

How can the gaps in college readiness between students from low-income and underserved communities and those from wealthy and majority groups be eliminated?

Focus Group Question

1. Many have been involved in debates about effective teaching in American schools. When you think of effective teaching, what comes to your mind first and why?

The question will be directed toward the parent and community-focused group. For a long, researchers have conducted studies to determine the qualities of good teachers and effective teaching strategies. In most studies, teacher perspectives on teaching effectiveness have varied depending on their schools' location, race, or teaching experience. Some of the factors that have teachers have mentioned as influencing effective teaching are teaching strategy, management and organization, content, and personal characteristics (Arrighi & Young, 1987). Thus, when the schools are managed appropriately, the perception of teaching effectiveness in the respective schools' increases. On the other hand, when schools are poorly managed, effective teaching is less likely to be achieved (Arrighi & Young, 1987). Also, teachers base their interpretation of effective teaching on the content taught in schools.

Effective teaching is only possible through effective teachers. Such teachers have a deep understanding of the learning curriculum and are dedicated to fulfilling it. Good et al., (2009) define effective teaching as the ability to improve student achievement. It can be measured by determining teacher beliefs, knowledge, and behaviors. The question will be crucial in understanding the reasons for the gaps in college readiness between students from low-income and underserved communities and those from wealthy families. According to the preliminary research, effective teaching is only achieved when teachers know their students and the subject they teach (Good et al., 2009). Therefore, where college readiness is low, teachers could have less understanding of their students, thus adopting the wrong strategies while teaching them. However, if the teachers fully understand their students' backgrounds, they will adopt differentiated learning strategies to suit each learner.

Community and parent perceptions and experiences on effective learning can reduce college readiness gaps between students from underserved communities and those from rich families. The views from the group on effective teaching will be measured against what the teachers at James Monroe perceive as effective teaching. The difference in opinions could lead to identifying the problem that leads to low college readiness for some students. In the end, the right strategies may be started at James Monroe to match what the community perceives as effective teaching strategies. Consequently, college readiness gaps between learners from the diverse population may reduce with time.

2. You have had your time in school from elementary, middle, and high school. Each person has had different experiences with teachers and other students. Take time and reflect. Who are the teachers that come to your mind as great individuals, and what makes them such? What about students you remember most?

The question will be directed to a student focus group who have studied at James Monroe High school. Teachers and students influence academic attainment. The question seeks to identify learners' views about their teachers and peers at different levels.

Response to this question will help the researcher identify the contribution of teachers at James Monroe high school to students' success and how that impacts the college readiness gaps. For instance, a student will be required to remember a great teacher at any learning level (elementary, middle, high school). After mentioning the teacher, the participants will further explain why s/he feel the teacher was great. The mentioned qualities of the respective teacher will be used in understanding what is needed to reduce college gaps between students from low-income and underserved communities and those from wealthy families. Also, it will help identify what students in schools consider as effective teacher qualities that contribute to their success.

After the teachers, the participant will be asked about the great student they remember at any learning level while at school. Afterward, they will also mention the qualities of their friends that make them memorable. These qualities will be crucial in understanding how students create a supportive environment for each other to succeed. Consequently, the researcher will recommend teachers to encourage students to uphold the identified positive qualities so that they play their role in reducing college readiness gaps between students from underserved communities and those from wealthy families.

3. What do you know about assessments and test scores and their influence on college readiness?

The researcher will direct the question to the student participant focus groups. Teachers and government can use assessments in schools to make education reforms (Tillema et al., 2011). Also, they are used to determine the students' ability in various subjects and streamline instructions to address their weaknesses. However, learners may have little knowledge about the use of assessments in their schools. In such cases, many of them may fail to take them seriously, leading to poor performance. Thus, the researcher will understand whether the reduced gaps result from a lack of knowledge on the relevance of assessments or whether the school assessments do not influence college readiness. The researcher will make an informed recommendation on how the school can use assessments to reduce college readiness gaps using the responses.

References

Arrighi, M. A., & Young, J. C. (1987). Teacher perceptions about effective and successful teaching. Journal of Teaching in Physical Education, 6(2), 122–135. https://doi.org/10.1123/jtpe.6.2.122

Good, T. L., Wiley, C. R., & Florez, I. R. (2009). Effective teaching: An emerging synthesis. International Handbook of Research on Teachers and Teaching, 803–816. https://doi.org/10.1007/978-0-387-73317-3_51

Tillema, H. H., Smith, K., & Leshem, S. (2011). Dual roles – conflicting purposes: A comparative study on perceptions on assessment in mentoring relations during practicum. European Journal of Teacher Education, 34(2), 139–159. https://doi.org/10.1080/02619768.2010.543672