Staff development on academic learning time for at-risk youth--a case study

This study documented the processes for introducing varied instructional styles of teachers in effective use of academic learning time with at-risk youth in an urban junior high school and how these youth perceived teachers. Staff development for academic achievement depends critically on implementation procedures and their involvement of teachers (and students) in ways that respect their intentions and competencies. Thus, a focus on cooperation among teachers, administrators, support staff members, and parents shaped the design and implementation of school improvement efforts. Staff development lead teachers and supervisors of teachers to examine classroom processes and teaching styles that related to performance of at-risk students. The hypothesis: Varied instructional styles in the effective use of academic learning time impacts positively on the performance of at-risk students has been shown in many studies. This research showed a gain in attitudes among students and teachers. At-risk students responded positively to classroom instruction where teachers reorganized and adjusted teaching to maximize student learning. The major question of this study was, can teachers in urban junior high schools be motivated to work with at-risk youth, and if so, how? This research showed that teachers can be motivated to work with at-risk students. Staff development caused changes in the instructional delivery of teachers. A very positive relationship developed between teachers and students. Teachers became concerned about the welfare of these youths beyond that which was happening academically in the classroom. Overall, the project demonstrated that low cost staff development is possible in urban schools when: (1) Teachers are allowed to use research and apply it in their own way; (2) Teachers, administrators, students, and parents work cooperatively together; and, (3) Teachers realize that all children can learn