This study aims to uncover teacher perceptions toward at-promise learners while teaching online in an alternative school. A qualitative case study methodology was utilized and this research framed using Critical Race Theory and Gloria Ladson-Billings’s (2009) Matrix of Behaviors Toward Academically At-risk Students. Eight participants were selected to participate in this study, and data collected using semi-structured one-on-one interviews, classroom observations, and a collection of document artifacts. Data was transcribed and analyzed using ATLAS.ti, and open coding performed to generate themes. The implications of this research could lead to the creation of new educational reform policies that can be tailored to this specific population of learners, instead of the one-size-fits-all “reform” deemed ineffective with underserved students. This research will raise awareness on the systemic barriers that struggling students face, encourage equity-centered dispositions among stakeholders at an alternative school site, sustain culturally responsive teacher leaders, and foster multicultural learning environments for students identified as at-promise.
","abstract_html":"<p>This study aims to uncover teacher perceptions toward at-promise learners while teaching online in an alternative school. A qualitative case study methodology was utilized and this research framed using Critical Race Theory and Gloria Ladson-Billings’s (2009) Matrix of Behaviors Toward Academically At-risk Students. Eight participants were selected to participate in this study, and data collected using semi-structured one-on-one interviews, classroom observations, and a collection of document artifacts. Data was transcribed and analyzed using ATLAS.ti, and open coding performed to generate themes. The implications of this research could lead to the creation of new educational reform policies that can be tailored to this specific population of learners, instead of the one-size-fits-all “reform” deemed ineffective with underserved students. This research will raise awareness on the systemic barriers that struggling students face, encourage equity-centered dispositions among stakeholders at an alternative school site, sustain culturally responsive teacher leaders, and foster multicultural learning environments for students identified as at-promise.</p>","abstract_has_math":false,"creators":["Pugh, LaNadia"],"institution":null,"degree_name":"Doctor of Education in Teacher Leadership (Ed.D)","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Tamela Thomas","Dr. Jabari Cain"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-03-31T07:00:00Z","date_published":"2023-03-31T07:00:00Z","updated_at":"2026-07-24T02:44:06Z","subjects":["alternative school","at-promise","teacher perceptions","online learning","Education","Educational Technology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/teachleaddoc_etd/67","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Tamela Thomas","Dr. Jabari Cain"]},{"key":"dc:creator","label":"Author","values":["Pugh, LaNadia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2033-05-01T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Teacher Leadership (Ed.D)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["alternative school","at-promise","teacher perceptions","online learning","Education","Educational Technology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/67"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study aims to uncover teacher perceptions toward at-promise learners while teaching online in an alternative school. A qualitative case study methodology was utilized and this research framed using Critical Race Theory and Gloria Ladson-Billings’s (2009) Matrix of Behaviors Toward Academically At-risk Students. Eight participants were selected to participate in this study, and data collected using semi-structured one-on-one interviews, classroom observations, and a collection of document artifacts. Data was transcribed and analyzed using ATLAS.ti, and open coding performed to generate themes. The implications of this research could lead to the creation of new educational reform policies that can be tailored to this specific population of learners, instead of the one-size-fits-all “reform” deemed ineffective with underserved students. This research will raise awareness on the systemic barriers that struggling students face, encourage equity-centered dispositions among stakeholders at an alternative school site, sustain culturally responsive teacher leaders, and foster multicultural learning environments for students identified as at-promise.
"]},{"key":"dc:title","label":"Title","values":["Identifying Teacher Perceptions of Teaching At-Promise Students Online in an Alternative School"]}]}],"canonical_facts":{"dc:contributor":["Dr. Tamela Thomas","Dr. Jabari Cain"],"dc:creator":["Pugh, LaNadia"],"dc:date.available":["2033-05-01T07:00:00Z"],"dc:description.abstract":["This study aims to uncover teacher perceptions toward at-promise learners while teaching online in an alternative school. A qualitative case study methodology was utilized and this research framed using Critical Race Theory and Gloria Ladson-Billings’s (2009) Matrix of Behaviors Toward Academically At-risk Students. Eight participants were selected to participate in this study, and data collected using semi-structured one-on-one interviews, classroom observations, and a collection of document artifacts. Data was transcribed and analyzed using ATLAS.ti, and open coding performed to generate themes. The implications of this research could lead to the creation of new educational reform policies that can be tailored to this specific population of learners, instead of the one-size-fits-all “reform” deemed ineffective with underserved students. This research will raise awareness on the systemic barriers that struggling students face, encourage equity-centered dispositions among stakeholders at an alternative school site, sustain culturally responsive teacher leaders, and foster multicultural learning environments for students identified as at-promise.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/67"],"dc:subject":["alternative school","at-promise","teacher perceptions","online learning","Education","Educational Technology"],"dc:title":["Identifying Teacher Perceptions of Teaching At-Promise Students Online in an Alternative School"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Teacher Leadership (Ed.D)"]},"updated_at":"2026-07-24T02:44:06Z"}