Using Explicit Instruction for African American Male Students in Suburban Georgia: A Qualitative Case Study

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Autor/in	Harris, Dira D.
Titel	Using Explicit Instruction for African American Male Students in Suburban Georgia: A Qualitative Case Study
Quelle	(2017), (182 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-6347-1
Schlagwörter	Hochschulschrift; Dissertation; Teaching Methods; Males; Qualitative Research; Case Studies; Grade 3; Grade 4; Grade 5; Elementary School Teachers; Teacher Attitudes; African American Students; Elementary School Students; Vocabulary Development; Direct Instruction; Racial Differences; Gender Differences; Semi Structured Interviews; Observation; Lesson Plans; Socioeconomic Influences; Georgia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching method; Lehrmethode; Unterrichtsmethode; Male; Männliches Geschlecht; Qualitative Forschung; Case study; Fallstudie; Case Study; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Wortschatzarbeit; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Rassenunterschied; Geschlechterkonflikt; Beobachtung; Lesson planning; Unterrichtsplanung; Sozioökonomischer Faktor
Abstract	Growing gaps in reading and vocabulary achievement between minority and majority student subgroups have led to an intense focus on implementing effective classroom instructional strategies. Prior research concerning teachers' perceptions of using explicit instructional strategies to teach vocabulary to underperforming students has been inconclusive. In order for teachers to accept the rationale of using explicit instruction to teach vocabulary to these students, a clearer understanding of teachers' true perceptions of the effectiveness of the explicit instruction framework must be established. The purpose of this qualitative case study was to investigate 3rd-5th grade teachers' feelings, perceptions, and experiences when using the explicit instruction framework to increase vocabulary achievement of African American male students and explore the connection between teacher race, gender, and perceptions of the effectiveness of using explicit instruction. A purposeful sample of eight 3rd-5th grade elementary teachers provided perceptions of explicit instruction through the use of semi-structured interviews, observations, and lesson plan review protocol. After the data were collected, examined, and categorized, the NVivo® software was utilized to help determine any themes or patterns that arose. In response to the research questions, teachers perceived that explicit instruction was not effective. Teachers' negative perceptions were based on factors such as low student socioeconomic status, limited student exposure to background vocabulary, and student race and gender. It was also found that time for teachers to reflect upon feedback and training opportunities helped support teacher implementation of the explicit instructional framework. An implication of these findings is that supplemental resources or additional instructional methods may be necessary to help address the needs of students whom teachers perceive are not making gains based upon explicit instructional strategies. A recommendations to address this implication would be for the district to organize needs based training opportunities that address teachers' misconceptions and specifically focus on helping teachers use explicit instruction to support students who continue to show deficits. [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	2020/1/01