Promoting Student Learning and Well-Being in an Alternative High School: A Classroom Observation Framework

• In Event: Critical Issues Regarding Classroom Management and Discipline

Abstract

This study examined classroom management practices in an alternative charter high school to determine factors that contribute to at-risk students’ development of resilience and well-being. The participants included teachers (N = 11) and students from grades 9 - 12 (N = 125). Field observations were conducted and included data from 81 classes. For data analysis, the Wellbeing Classroom Observation Framework was used and analyzed in the context of six themes: Safety/Security, Content Learning, Positive Sense of Self, Adaptive Learning, Belongingness, Possible Future Orientation, and Overall Intensity. The most common emergent themes were Safety, Adaptive Learning, and Positive Future Orientation. This study offers insight into how students develop adaptive learning skills and emotional adaptation dispositions to promote resilient behavior and wellbeing.

Authors

• Taylor A. Roloff, University of Arizona

• Maham Khalid, University of Arizona

• Heidi Legg Burross, University of Arizona

• Mary M. McCaslin, University of Arizona