Teacher Attitudes and Perceptions of the Influence of Professional Development on Minority Student Academic Achievement in Reading PDF Download
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Author: Clarissa Jeanne Plair
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 159
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Book Description
This qualitative study is written from a phenomenological standpoint using Van Manen's (1990 ) hermeneutic lived experiences of the participants. Fourth grade teachers from a large urban school district in the southwestern U.S. completed an online questionnaire and participated in a focus group interview to provide insight into their attitudes and perceptions about how professional learning experiences influenced high levels of reading for urban, minority students living in poverty. There are few studies which connect teacher professional learning to student achievement in reading. The current study uses a Vygotskian (1978) theoretical perspective to analyze the data collected and add to the conversation on what might work to augment academic achievement in reading for impoverished, urban minority students. Through teachers' voices, this study reveals the single most important factor having powerful influence on teacher professional growth - collaboration. While evidence is lacking about how to support teacher development, collaboration impacts content knowledge and pedagogical skill, possibly affecting what teachers do in the classroom and perhaps prompting increased minority student achievement in reading.
Author: Clarissa Jeanne Plair
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 159
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Book Description
This qualitative study is written from a phenomenological standpoint using Van Manen's (1990 ) hermeneutic lived experiences of the participants. Fourth grade teachers from a large urban school district in the southwestern U.S. completed an online questionnaire and participated in a focus group interview to provide insight into their attitudes and perceptions about how professional learning experiences influenced high levels of reading for urban, minority students living in poverty. There are few studies which connect teacher professional learning to student achievement in reading. The current study uses a Vygotskian (1978) theoretical perspective to analyze the data collected and add to the conversation on what might work to augment academic achievement in reading for impoverished, urban minority students. Through teachers' voices, this study reveals the single most important factor having powerful influence on teacher professional growth - collaboration. While evidence is lacking about how to support teacher development, collaboration impacts content knowledge and pedagogical skill, possibly affecting what teachers do in the classroom and perhaps prompting increased minority student achievement in reading.
Author: Chance W. Lewis
Publisher: IAP
ISBN: 162396699X
Category : Education
Languages : en
Pages : 351
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Book Description
The field of education has been and will continue to be essential to the survival and sustainability of the Black community. Unfortunately, over the past five decades, two major trends have become clearly evident in the Black community: (a) the decline of the academic achievement levels of Black students and (b) the disappearance of Black teachers, particularly Black males. Today, of the 3.5 million teachers in America’s classrooms (AACTE, 2010) only 8% are Black teachers, and approximately 2% of these teachers are Black males (NCES, 2010). Over the past few decades, the Black teaching force in the U.S. has dropped significantly (Lewis, 2006; Lewis, Bonner, Byrd, & James, 2008; Milner & Howard, 2004), and this educational crisis shows no signs of ending in the near future. As the population of Black students in K-12 schools in the U. S. continue to rise—currently over 16% of students in America’s schools are Black (NCES, 2010)—there is an urgent need to increase the presence of Black educators. The overall purpose of this edited volume is to stimulate thought and discussion among diverse audiences (e.g., policymakers, practitioners, and educational researchers) who are concerned about the performance of Black students in our nation’s schools, and to provide evidence-based strategies to expand our nation’s pool of Black teachers. To this end, it is our hope that this book will contribute to the teacher education literature and will inform the teacher education policy and practice debate.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1272
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Book Description
Author: Donald Easton-Brooks
Publisher: Rowman & Littlefield
ISBN: 1475839677
Category : Education
Languages : en
Pages : 155
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Book Description
Ethnic Matching: Academic Success of Students of Color is an in-depth exploration on the impact of ethnic matching in education, the paring of students of color with teachers of the same race. Research shows that this method has a positive and long-term impact on the academic experience of students of color. This book explores what makes this phenomenon relevant in today’s classrooms. Through interviewing quality teachers of color, this book sheds a light on the impact these teachers make on the academic experience of students of color. This approach is meant to provide all teachers valuable insight into techniques for engaging with diverse learners. Also, from these conversations, the book shows how the intentionality of culturally responsive practice can enhance the academic experience of students of color. Topics such as the challenges of recruiting and retaining quality teachers of color, as well as the valuable work being done on the local, state, and national level to promote diversifying the field of education as a way to provide equitable education for all students is also explored in this book.
Author: Sharon Collum
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 122
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Book Description
According to the National Center for Education Statistics (2004), 37% of America's fourth graders are not reading at grade level. This statistic has remained unchanged for over a decade (NCES, 2004). Findings from multiple studies indicate more research on successfully implementing reading interventions is needed (Begeny & Silber, 2006; Begeny, Krouse, Ross, & Mitchell, 2009). Barnyak and Paquette (2010) suggested that although teachers learn new methods, they return to the strategies they are most comfortable using. The purpose of this qualitative case study was to determine if teacher attitudes and perceptions of direct instruction impacted student achievement in reading. Elementary school teachers from different elementary schools within a school district shared their perceptions of reading instruction in conjunction with their content knowledge. Their satisfaction of direct instruction was analyzed through interviews, observations, and surveys. Results from this study could result in changes in the delivery of this instructional method, professional training provided to teachers, and the allocation of funds. In addition, results may also help educators become aware of how much of an impact their personal feelings influence student performance.
Author: Jerri A. Haynes
Publisher: Xlibris Corporation
ISBN: 1469195178
Category : Education
Languages : en
Pages : 161
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Book Description
From cultural disparities to communication barriers, the realities present in today s ever-diversifying classrooms make the teaching profession even more challenging. In Culturally and Linguistically Diverse Children, Jerri A. Haynes shares an invaluable guide that teachers can use for navigating and making the most out of every classroom experience. Haynes herself is an educator who has worked with culturally and linguistically diverse children in the states of Florida and Georgia for over 16 years. Passionate, creative, innovative and adaptable- these are a few of the qualities that enabled Haynes to excel in her profession and continue molding her students. In her book, fellow educators can learn to emulate these traits while becoming aware of several important issues that must be addressed in order to bridge cultural and language gaps. Timely, eye-opening and inspirational, Culturally and Linguistically Diverse Children is a treasure trove of insights for making the classroom a place of harmony, excellence and growth.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 358
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Book Description
Author: Theodore S. Ransaw
Publisher: Routledge
ISBN: 1000209997
Category : Education
Languages : en
Pages : 186
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Book Description
This volume highlights approaches to closing the achievement gap for students of color across K-12 and post-secondary schooling. It uniquely examines factors outside the classroom to consider how these influence student identity and academic performance. Teaching to Close the Achievement Gap for Students of Color offers wide-ranging chapters that explore non-curricular issues including trauma, family background, restorative justice, refugee experiences, and sport as determinants of student and teacher experiences in the classroom. Through rigorous empirical and theoretical engagement, chapters identify culturally responsive strategies for supporting students as they navigate formal and informal educational opportunities and overcome intersectional barriers to success. In particular, chapters highlight how these approaches can be nurtured through teacher education, effective educational leadership, and engagement across the wider community. This insightful collection will be of interest to researchers, scholars, and post-graduate students in the fields of teacher education, sociology of education, and educational leadership.
Author:
Publisher:
ISBN:
Category : Language and languages
Languages : en
Pages : 790
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1578
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Book Description
