Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.

Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.

High school teacher perceptions of the Student Assistance Team process

Jeffrey L Stoehr, University of Nebraska - Lincoln

Abstract

Purpose. This study determined regular education classroom teacher perceptions of the Student Assistance Team process (SAT). The overarching question for the research study was: Do regular education high school classroom teachers perceive the SAT Process as beneficial in helping students? The study looked at teacher perceptions for the SAT Process (Steps 1-4), the pre-referral and identification of a student to the process, the SAT Process (Step 5), the team meeting, and the SAT Process (Options 1-8), the strategies, accommodations, interventions, and results. ^ Teachers using accommodations, interventions and strategies in the classroom suggested by the Student Assistance Team, need to know the process is going to be beneficial for their students. ^ Method. This quantitative research study used a survey design approach to gather data on teacher perceptions of the SAT process. The survey allowed participants (247) to indicate their perceptions and describe trends in a large population of individuals (all regular education teachers in six high schools in a school district in a Midwestern State). Data was collected electronically and all survey responses were put into a database and used in the final statistical analysis of the study. ^ Results. The major finding of this study was that the majority of regular education high school teachers do perceive the SAT Process as beneficial to helping students most of the time. Significant differences were found based on survey data of teacher perceptions of the SAT Process with regard to grade level taught, age, teacher subject taught, total years of experience in education, and total years in the district. ^ Recommendations. Administrators should provide continual staff development regarding the SAT process. District personnel need to be involved in developing a policy so that the process is identical in all schools. Improved communication about the SAT process needs to occur at all stages of the process. The SAT process must be completed in a timely manner for it to be beneficial. Teachers needs to know their work with the SAT process is valued. ^

Subject Area

Education, Administration|Education, Secondary

Recommended Citation

Stoehr, Jeffrey L, "High school teacher perceptions of the Student Assistance Team process" (2009). ETD collection for University of Nebraska - Lincoln. AAI3355632.
http://digitalcommons.unl.edu/dissertations/AAI3355632

Share

COinS