東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

African American Males' Achievement in Literacy at a Medium-Sized School District.

Record Type:	Electronic resources : Monograph/item
Title/Author:	African American Males' Achievement in Literacy at a Medium-Sized School District./
Author:	Long, Sheila.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	172 p.
Notes:	Source: Dissertations Abstracts International, Volume: 79-03, Section: A.
Contained By:	Dissertations Abstracts International79-03A.
Subject:	African American studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10188541
ISBN:	9780355133646

African American Males' Achievement in Literacy at a Medium-Sized School District.
Long, Sheila.

African American Males' Achievement in Literacy at a Medium-Sized School District. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 172 p.

Source: Dissertations Abstracts International, Volume: 79-03, Section: A.

Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2017.

This item must not be sold to any third party vendors.

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.

ISBN: 9780355133646Subjects--Topical Terms:

2122686
African American studies.
Subjects--Index Terms:

African American males

African American Males' Achievement in Literacy at a Medium-Sized School District.
LDR:03596nmm a2200373 4500 001 2346307
005 20230315102132.5
006 m o d
007 cr#unu||||||||
008 241004s2017 ||||||||||||||||| ||eng d
020 $a 9780355133646
035 $a (MiAaPQ)AAI10188541
035 $a (MiAaPQ)siu:13530
035 $a AAI10188541
040 $a MiAaPQ $c MiAaPQ
100 1 $a Long, Sheila. $3 3685386
245 1 0 $a African American Males' Achievement in Literacy at a Medium-Sized School District.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 172 p.
500 $a Source: Dissertations Abstracts International, Volume: 79-03, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: McIntyre, John D.
502 $a Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2017.
506 $a This item must not be sold to any third party vendors.
520 $a 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.
590 $a School code: 0209.
650 4 $a African American studies. $3 2122686
653 $a African American males
653 $a Literacy achievement
653 $a Using culturally relevant pedagogy
690 $a 0296
710 2 $a Southern Illinois University at Carbondale. $b Curriculum and Instruction. $3 1018013
773 0 $t Dissertations Abstracts International $g 79-03A.
790 $a 0209
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10188541