Doctor of Philosophy (PhD)
This research sought to understand the impact on the middle school classroom environment of over-age students who are out-of-grade. A qualitative study utilizing a narrative lens examined the stories of the lived experiences of the teachers of these students; a social constructivism theoretical approach explored the teaching and best practices in their classrooms. These teachers provided an insight into the complexity of teaching and gave voice to managing a classroom where emotionally and physically mature students often pose a significant challenge to the classroom environment; moreover, their positive influence on the teaching space in which they inhabit also was explored as well. In some cases, a comparison of these students’ growth or decline over progressive years is presented. The terms adapted, insecure, and obstructive provide the reader with insight into the individual needs of the over-age student and an understanding of how they cope with being out-of-grade.
Document Availability at the Time of Submission
Student has submitted appropriate documentation to restrict access to LSU for 365 days after which the document will be released for worldwide access.
Porter, Melissa J., "A Narrative of a Teacher's Perspective of Over-Age Students Who Are Out-of-Grade in the Middle School Classroom" (2017). LSU Doctoral Dissertations. 4276.