Draft Research Proposal and Questions: Focusing on Teacher

Instructional Practice for Students at Risk of Failure

By

Evelyn Welsh

For Dr. Okasana Bartosh

ETEC 500-65D

February 8, 2014
Students at risk of failure require a classroom and school community where they feel

connected and accountable, as they move through the education system and onto

graduation. Alternative programs and after-school clubs provide these students with an

option that helps foster confidence and ownership in their learning process (Afterschool

Alliance, 2009). While the needs of at risk students are on the rise, the funding for

alternative education and after-school programs is constantly being threatened by ever

tightening budgets (Unruh et al. 2007). As Kajander, Zuke, and Walton state in their

research findings, a significant disconnect between what is actually happening during

classroom instruction and what the current research deems as best practices for

students at risk. These best practices are founded in student centered learning

environments and constructivist methodologies. I propose that with more emphasis on

instructional reforms in regular classrooms the net can be cast much wider for students

at risk of failure. The purpose of this research is to examine how alternative education

methodologies can improve student achievement in core academic classes in a middle

school setting.

The questions I ask are: How can improved teacher development in these

methodologies impact student success in core subject areas? Secondly, what does a student-

centered learning environment look like in the twenty-first century? Thirdly, what support can

administrative leadership teams provide for their schools to implement this type of training?

Lastly, how can we compare graduation rates of students at risk of failure who receive

specialized instruction?

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References:

Afterschool Alliance. (2009). Metlife Afterschool Alert: A High School Dropout

Prevention Tool. Afterschool Alliance. Retrieved from ERIC database

(ED506255).

Kajander, A., Zuke, Walton, G., Teaching (2008). Unheard Voices: Students At-Risk in

Mathematics. Canadian Journal of Education, 31, (4), pp 1039-1064. Lakehead

University, Ontario. Retrieved from ERIC database (EJ 830508).

Unruh, D., Bullis, D., Todis, B., Waintrup, M., and Atkins, T. (2007) Programs and

Practices for Special Education Students in Alternative Education Settings

Research to Practice, 6 (1). Retrieved from ERIC database (ED495869).