Date of Award
2-1-2024
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Topeka Singleton
Second Advisor
Karen Buchanan
Committee Members
Lynn Cooper
Call Number
LD 251 .A566d 2023 S73
Abstract
This qualitative case study aimed to explore school practitioners' perceptions regarding the allocation of time during the school day to address the overall needs of high school students. The Researcher utilized Abraham Maslow’s Theory of Needs and the Whole Child Approach to show the need for a holistic approach to support and intervention. The MTSS framework applied in this study illustrated the benefits of using a tiered approach. The lack of information on successful research-based models and school practitioner voice for high school intervention blocks is a problem. Three questions framed this study: What are the perceptions of teachers, school leaders, and school support staff about the implementation of a scheduled time for academic, behavioral, and social-emotional supports during the school day? What are the perceptions of teachers, support staff, and school leaders about the barriers to the current practice? What resources and support do teachers, support staff, and school leaders need to be able to implement holistic interventions effectively? The case study approach gave insight into a Midwest high school's intervention block. School practitioners shared insights about the benefits, challenges, and potential solutions of offering time during the day. Based on the study's findings, the school practitioners believe that students should have access to academic interventions and feel a sense of belonging. There is a need for better structure and staffing to create a sustainable system that can effectively support students and develop strategies for their motivation and empowerment. This research's implication is that high school students could benefit from designated time for intervention and support to meet holistic needs. Systems should be student-centered, sustainable, and well-developed. They should also provide coaching for student advocacy and empowerment. This study argues for incorporating intervention time into the school day and offers an example of how to do so.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Cammon-Stevenson, Olivia P., "Teacher, Student Support Staff, And School Leader Perceptions About Utilizing a Block of Time Daily to Meet the Academic, Social-Emotional, And Behavioral Needs of Students" (2024). Student Theses and Dissertations. 113.
https://arch.astate.edu/all-etd/113
