Teachers' Experiences Regarding High-Achieving Elementary School African American Males: A Generic Qualitative Study

Autor/in	Little, Robert
Titel	Teachers' Experiences Regarding High-Achieving Elementary School African American Males: A Generic Qualitative Study
Quelle	(2019), (128 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0856-1813-7
Schlagwörter	Hochschulschrift; Dissertation; Student Characteristics; High Achievement; Elementary School Students; African American Students; Males; Disadvantaged Schools; Teacher Attitudes; Academic Achievement; Racial Differences; Teacher Student Relationship; Family Relationship; Parent Participation; Family Environment; Student Motivation; Expectation; Teacher Effectiveness; Best Practices; Poverty; Educational Finance; Religion + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Lehrerverhalten; Schulleistung; Rassenunterschied; Teacher student relationships; Lehrer-Schüler-Beziehung; Elternmitwirkung; Familienmilieu; Schulische Motivation; Expectancy; Erwartung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Armut; Bildungsfonds
Abstract	This generic qualitative study examined the characteristics of high-achieving elementary school African American males in Title 1 elementary schools, from the perspective of teachers, in an effort to address the academic achievement gap between African American students and their counterpart of other ethnicities. The research question for this dissertation is as follows: How do teachers experience and describe the characteristics of high-achieving elementary school African American males in Title 1 Schools? The primary theoretical framework that was used for this dissertation research was social cognitive theory (SCT). The sample consisted of nine elementary school teachers who have taught high-achieving elementary school African American males in Title 1 Schools for 10 or more years. This sample size sufficed for data saturation. Snowball sampling was used, and the sample included eight African American female teachers and one White female teacher, from two school districts in two southeastern states in the United States. After the data was collected and digitally recorded from the eight face-to-face interviews and the one interview via Facetime, the data was transcribed. Using the transcripts, the analysis was done using thematic analysis, with a focus on inductive analysis. The data from the nine participants in this study was used to identify common patterns. The patterns that emerged from this study were clustered into three themes: (a) relationships; (b) motivational strategies; and (c) influential outside entities. The theme relationships had two sub-themes: (a) student-teacher relationships and (b) family relationships. The theme motivational strategies had four sub-themes: (a) parent involvement; (b) home environment; (c) student motivation/high expectation; and (d) quality of teaching/best classroom practices. The theme influential outside entities had three sub-themes: (a) community support; (b) poverty/lack of funding; and (c) religiosity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01