Elementary Teacher Knowledge of and Practices for Teaching Reading to African American Students

Autor/in	Little, Camille
Titel	Elementary Teacher Knowledge of and Practices for Teaching Reading to African American Students
Quelle	(2017), (228 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3551-0492-9
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Elementary School Students; Elementary School Teachers; Reading Instruction; Case Studies; Qualitative Research; Teacher Characteristics; Student Needs; Interviews; Experienced Teachers; Underachievement; Faculty Development; Rural Schools; Educational Resources; Educational Practices + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Leseunterricht; Case study; Fallstudie; Case Study; Qualitative Forschung; Interviewing; Interviewtechnik; Performance deficiency; Leistungsschwäche; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Bildungsmittel; Bildungspraxis
Abstract	State standardized tests results indicated that between 2012 and 2016, fewer African American students at a rural, Title I elementary school met state standards in reading compared with other racial/ethnic groups of students. A gap in practice existed because the school and district had not conducted studies to understand teacher knowledge and practice as they related to teaching reading to African American students. The purpose of this qualitative case study was to address the problem and gap in practice by exploring elementary teacher knowledge and understanding of the learning needs in reading among African American students. Tomlinson's theory of differentiated instruction served as the conceptual framework for this study. Interview data were analyzed from 10 experienced elementary teachers using 2-cycle provisional coding and pattern coding, which revealed the themes that constituted the findings of my study: (a) teachers understanding of factors that contribute to underachievement in reading of some African American students, (b) professional development and preparation of teachers for teaching African American students, (c) classroom pedagogy for teaching African American students, (d) challenges that teachers encounter when teaching reading to African American students, and (e) resources and supports that teachers perceive as necessary for teaching reading to African American students. The findings indicated that elementary teachers would benefit from participating in professional development, which would help them better teach reading to African American students. The study and resulting project may affect local positive social change by increasing teacher knowledge about the learning needs in reading among African American students, leading to an eventual increase in reading achievement among African American students at the study school. [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