A Comparison of Teacher Perceptions to Mexican American and African American Male Students' Perceptions of Literacy Tasks PDF Download
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Author: Carolyn Orange
Publisher:
ISBN:
Category : African American students
Languages : en
Pages : 34
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Author: Carolyn Orange
Publisher:
ISBN:
Category : African American students
Languages : en
Pages : 34
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Author: Kathryn Hudspeth Chretien
Publisher:
ISBN: 9780549080251
Category : Academic achievement
Languages : en
Pages : 152
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Book Description
The rise of accountability for the academic success of all students brought on by No Child Left Behind (NCLB) and corresponding state laws has made educators more aware of the need to reach every student. One sub-group of students often fall behind their Anglo counterparts, African Americans, in particular, males. The purpose of this study was to identify the factors that contributed to the academic success of six African American males who were high school seniors. The goal was to examine the commonalities through a lens of democratic practices to give voice to African American male students.
Author: Sheila Long
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 316
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The purpose of this mixed methods study was to determine how culturally relevant pedagogy affects African American males' academic achievement in literacy. The study examined the perceptions of third grade teachers and third grade African American male students about the use of culturally relevant pedagogy in their classrooms. Culturally relevant pedagogy is defined operationally as "student-centered approach to teaching in which the students' unique cultural strengths are identified and nurtured to promote student achievement and a sense of well-being about the student's cultural place in the world." Culturally relevant pedagogy is consistent with students' values and culture that ensures academic achievement while still meeting the expectations of the school district and state requirements. This study was a sequential explanatory mixed method study. Phase one of the study was a quantitative survey of 20 questions that was completed by 8 3rd grade teachers. A small sample size. The data was analyzed using matched pair T-Test of teachers' perceptions of culturally responsive literacy use in the classrooms and African American males' vocabulary. In addition to the surveys, Pre- and Post-Vocabulary Tests were collected from 47 3rd grade African American males who attend school in this predominantly white school district. Phase II of the study was a convenience sample of 9 3rd grade teachers and 19 African American males 3rd grade students. I investigated the students' perceptions of culturally responsive pedagogy through the use of the Journeys (2013) basal series in classrooms. The data was collected and analyzed using interviews and observations. The following questions were addressed to explore the research topic: First, how does the use of culturally responsive pedagogy increase African American males' achievement in literacy as measured by I-Ready assessment? Second, what perceptions do teachers have about the use of culturally responsive pedagogy in their classrooms? Third, what perceptions do third grade African American male students have about the use of culturally responsive pedagogy in their classrooms? The findings of the study showed that African American males' literacy scores increased with the implementation of culturally responsive pedagogy using the Journeys' (2013) Basal series.
Author: Jenefred Hederhorst Davies
Publisher:
ISBN:
Category : African American universities and colleges
Languages : en
Pages : 888
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Framed within a context of social justice, this ethnographic study queried seven Mexican American students who pursued teacher certification at a historically Black university (HBCU) in Central Texas. By examining the Mexican American students' perceptions, this study opens conversations to challenge the limited information known about Latino/as attending HBCUs and the programs that prepare preservice teachers of Color. Mexican American students and the HBCU both exist at a crossroads, an intersection of border spaces of race, class, ethnicity, gender, and ability. While border crossers defines the uniqueness of these Mexican American teacher candidates who live in contradictory realities, borderlands defines the HBCU as a site of resistance in the margins of higher education. A Black-White binary, therefore, not only is flawed but also obscures struggles common among Latinos, African Americans, and Others for an equitable education. Through interviews and small group sessions, the teacher candidates shared a high regard for educational achievement, work ethics, and teaching. From the coded data, their stories were analyzed through the lens of critical race theory, borderlands consciousness, and critical pedagogy. Although commonalities exist, each analytical perspective brought to the forefront variant aspects of race, class, gender, and abilities. Linked to these analytical frameworks was the notion of three selves: enduring, situated, and endangered, which helped to illuminate the nature of change and transformation. In tandem with the analyses were member and colleagues checks that helped to provide deeper interrogation and clarity. Findings reveal how race and class shape the teacher candidates' identities as well as the character of the university. Although the Mexican American preservice teachers bring rich cultural legacies and cross-cultural perspectives, their needs and interests are under-addressed by the institution. Yet for them, it was class disparities more than racial injustices that perpetuated problems inside and outside the HBCU. Nonetheless, these teacher candidates believe the validating experiences and cultural network, which they acquired at this HBCU, will support their teaching effectiveness in public schools. The strengths and findings of this study are therefore crucial to rethinking policies and practices as related to teacher education programs and HBCUs, and their impact on communities of Color.
Author: Denise Evelyn Cyrus
Publisher:
ISBN:
Category : African American schoolboys
Languages : en
Pages : 414
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Literacy skills impact academic achievement for school-aged children and almost every facet of modern day life thereafter. Low literacy achievement affects college acceptance, college completion, employment, housing, and socioeconomic status to name a few (Ford & Moore, 2013). Regrettably, the literacy skills gap between Black and White students in America has remained virtually the same for the past 20 years. Factors such as race, gender, socioeconomic status, and teacher quality contribute to the sustainability of literacy gaps. Scholars such as Ladson-Billings (1995a), Gay (2010), and Hammond (2015) endorse the use of culturally responsive pedagogy as an approach to reduce achievement gaps. There is no shortage of studies about culturally responsive teaching (CRT), achievement gaps, or African American males; however, there is a gap in the academic literature about how to operationalize CRT from theory to practice. This research maintains professional learning communities (PLCs) are the gatekeepers for school improvement and have the potential to provide teachers with the job-embedded professional learning needed to improve CRT capacity. Using a transformative lens, the researcher (a) investigated literacy teachers’ perceptions regarding CRT; (b) identified how middle school literacy teachers differentiated instruction for African American males, and (c) developed recommendations for professional learning and supports for literacy teachers of African American males. Convergent mixed methods design was used to collect data in parallel, analyzed separately, and then merged to make inferences about common CRT perceptions, behaviors, and strategies employed by literacy teachers in moderate- to high-poverty schools.
Author:
Publisher:
ISBN:
Category : Language and languages
Languages : en
Pages : 690
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Author: Lourdes Ferrer
Publisher: Createspace Independent Publishing Platform
ISBN: 9781477415238
Category : Academic achievement
Languages : en
Pages : 0
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Prologue -- Findings -- Recommendations -- Final Thoughts -- Acknowledgments -- About the authors.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Numerous studies in the educational literature have reported the concern educators and community members have over the achievement gap between African American and white males. African American males currently score below white Americans on most standardized tests. Research has shown that this gap leads to serious negative consequences for African American males, such as suspensions, nonpromotions, school dropout, unemployment, crime, and incarceration. More effort is needed to improve these students' academic performance. Existing studies involved programs that focused in academic achievement. In this qualitative study, the researcher explored the African American male students' perceptions of instructional strategies used in the classroom and whether those strategies influenced their academic needs. The case study focused on factors that influenced improved academic achievement in African American males by examining the students' perceptions of instructional strategies, teachers' instructional beliefs, and comparing the similarities and differences to those in the current literature. Data were obtained through interviews and observations of 12 African American males, 2 teachers, and school administrators in a middle school. Findings revealed that the middle-school-aged African American males preferred lessons that were related to their real-life experiences and to their future. The more fun and stimulating the lessons, the greater their interest in learning. Family members, role models, and teachers had the greatest influence on students' motivation to learn. These findings support the need for staff development that includes extrinsic and intrinsic motivation. Teachers need to understand the value that encouragement can bring to African American males, and, as significant, teachers must understand the males themselves--what their needs and concerns are, and how to motivate them.
Author: Cedric B. Stewart
Publisher:
ISBN:
Category : African American teachers
Languages : en
Pages : 942
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 336
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