{"id":{"repo_id":"wm-mary","oai_identifier":"oai:scholarworks.wm.edu:internal/5243"},"canonical_url":"https://search.dev.ndltd.org/etd/wm-mary/oai:scholarworks.wm.edu:internal/5243","repository":{"repo_id":"wm-mary","name":"College of William and Mary","base_url":"https://scholarworks.wm.edu/server/oai/request"},"display":{"title":"Successful pedagogical practices of elementary teachers of homeless students: A case study","abstract":"The purpose of this research study is to examine the instructional practices of teachers who are currently teaching homeless students in their classroom. This study identified eight teachers in two suburban elementary schools that have students in their current classrooms that are experiencing homelessness. In addition, the research study explored the needs considered and strategies that teachers use to differentiate and accommodate their instructional practices to maximize achievement for these students. Qualitative data was collected by a study of teacher interviews through collective ethnographic case studies. Additionally, quantitative data was collected through evaluator observations of the selected classrooms to observe the differences between the identified students and the students not experiencing homelessness. Additional artifacts were submitted from teachers to support data collection. This study revealed key themes of successful pedagogical practices of elementary teachers with instructional strategies and non-instructional strategies. These themes included instructional strategies of planning, learning groups, and homework modifications. Non-instructional strategies included themes of relationships, supports, and needs.","abstract_html":"The purpose of this research study is to examine the instructional practices of teachers who are currently teaching homeless students in their classroom. This study identified eight teachers in two suburban elementary schools that have students in their current classrooms that are experiencing homelessness. In addition, the research study explored the needs considered and strategies that teachers use to differentiate and accommodate their instructional practices to maximize achievement for these students. Qualitative data was collected by a study of teacher interviews through collective ethnographic case studies. Additionally, quantitative data was collected through evaluator observations of the selected classrooms to observe the differences between the identified students and the students not experiencing homelessness. Additional artifacts were submitted from teachers to support data collection. This study revealed key themes of successful pedagogical practices of elementary teachers with instructional strategies and non-instructional strategies. These themes included instructional strategies of planning, learning groups, and homework modifications. Non-instructional strategies included themes of relationships, supports, and needs.","abstract_has_math":false,"creators":["Pickles, Kimberly Owen"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":"College of William & Mary - School of Education","school":null,"contributors":[],"advisors":["Stronge, James H."],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-01-01","date_published":"2014-01-01","updated_at":"2026-08-21T22:21:56Z","subjects":[],"languages":[],"rights":["© The Author"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://dx.doi.org/doi:10.25774/w4-pgby-6j90"],"render_values":[{"text":"https://dx.doi.org/doi:10.25774/w4-pgby-6j90","href":"https://dx.doi.org/doi:10.25774/w4-pgby-6j90","code":true}]}]},"links":{"outbound_url":"https://scholarworks.wm.edu/handle/internal/5243","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"source_record":{"url":"https://scholarworks.wm.edu/server/oai/request?verb=GetRecord&metadataPrefix=dim&identifier=oai%3Ascholarworks.wm.edu%3Ainternal%2F5243","prefix":"dim"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Stronge, James H."]},{"key":"dc:contributor.department","label":"Department","values":["College of William & Mary - School of Education"]},{"key":"dc:creator","label":"Author","values":["Pickles, Kimberly Owen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-06-11T11:00:15.495"]},{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-06-12T10:38:41Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2018-10-15T00:00:00Z"]},{"key":"dc:date.issued","label":"Date","values":["2014-01-01"]},{"key":"dc:type","label":"Dc Type","values":["dissertation","article"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© The Author"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://dx.doi.org/doi:10.25774/w4-pgby-6j90"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://scholarworks.wm.edu/handle/internal/5243"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this research study is to examine the instructional practices of teachers who are currently teaching homeless students in their classroom. 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This study identified eight teachers in two suburban elementary schools that have students in their current classrooms that are experiencing homelessness. In addition, the research study explored the needs considered and strategies that teachers use to differentiate and accommodate their instructional practices to maximize achievement for these students. Qualitative data was collected by a study of teacher interviews through collective ethnographic case studies. Additionally, quantitative data was collected through evaluator observations of the selected classrooms to observe the differences between the identified students and the students not experiencing homelessness. Additional artifacts were submitted from teachers to support data collection. This study revealed key themes of successful pedagogical practices of elementary teachers with instructional strategies and non-instructional strategies. 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