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The Relationship between Perceptions...

Lee, Jennifer Yvette.

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The Relationship between Perceptions of Self-Efficacy, Classroom Practices, Parental Involvement, and Student Achievement among Low Income African American Middle School Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Relationship between Perceptions of Self-Efficacy, Classroom Practices, Parental Involvement, and Student Achievement among Low Income African American Middle School Students./
作者:	Lee, Jennifer Yvette.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2012,
面頁冊數:	100 p.
附註:	Source: Dissertations Abstracts International, Volume: 74-01, Section: A.
Contained By:	Dissertations Abstracts International74-01A.
標題:	Educational sociology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3513484
ISBN:	9781267437907

The Relationship between Perceptions of Self-Efficacy, Classroom Practices, Parental Involvement, and Student Achievement among Low Income African American Middle School Students.
Lee, Jennifer Yvette.

The Relationship between Perceptions of Self-Efficacy, Classroom Practices, Parental Involvement, and Student Achievement among Low Income African American Middle School Students. - Ann Arbor : ProQuest Dissertations & Theses, 2012 - 100 p.

Source: Dissertations Abstracts International, Volume: 74-01, Section: A.

Thesis (Ph.D.)--Howard University, 2012.

This item must not be added to any third party search indexes.

The inequality of the American educational system has been a concern for decades specifically, with regards to "minority" children from low income backgrounds (LaPoint, Ellison, & Boykin 2006). However, despite the realization of the problem little has been done to level the playing field for these children. Instead, the achievement gap continues to grow and far too many of these children are still performing at unacceptable levels in the U.S. public schools. If we continue to turn a deaf ear to the realities of this problem we will only continue to do a disservice to our communities and our future leaders of tomorrow "our children of today." Working from that premise this study explored a random sample of ninety-three African American low income middle school students in the southeast region of the country. A student survey was administered that assessed perceptions about the students' attitudes and beliefs about their own ability to complete certain tasks (e.g. ability to take care of themselves, express themselves well, etc.,) self efficacy; how involved their parents are in their educational process (e.g. availability to help with homework, expectation that they will do well in school etc.,) parental involvement; and instructional practices that are used in the classroom (e.g. meaningful learning, critical thinking, learning communities, and cultural relevance etc.,) classroom practices. Additionally, district wide standardized math and reading test scores were collected for the sample and paired with the survey data to explore how well the independent/predictor variables (i.e., self-efficacy, parental involvement, and classroom practices) relate to and/or their ability to be good predictors for the outcome variable (i.e., student achievement: math and reading score). The results of the study yielded interesting findings that have the potential to have great implications at helping to identify key variables that show a relationship with and have the ability to predict math and reading achievement for low income African American middle school students.

ISBN: 9781267437907Subjects--Topical Terms:

519608
Educational sociology.
Subjects--Index Terms:

African-American

The Relationship between Perceptions of Self-Efficacy, Classroom Practices, Parental Involvement, and Student Achievement among Low Income African American Middle School Students.
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520 $a The inequality of the American educational system has been a concern for decades specifically, with regards to "minority" children from low income backgrounds (LaPoint, Ellison, & Boykin 2006). However, despite the realization of the problem little has been done to level the playing field for these children. Instead, the achievement gap continues to grow and far too many of these children are still performing at unacceptable levels in the U.S. public schools. If we continue to turn a deaf ear to the realities of this problem we will only continue to do a disservice to our communities and our future leaders of tomorrow "our children of today." Working from that premise this study explored a random sample of ninety-three African American low income middle school students in the southeast region of the country. A student survey was administered that assessed perceptions about the students' attitudes and beliefs about their own ability to complete certain tasks (e.g. ability to take care of themselves, express themselves well, etc.,) self efficacy; how involved their parents are in their educational process (e.g. availability to help with homework, expectation that they will do well in school etc.,) parental involvement; and instructional practices that are used in the classroom (e.g. meaningful learning, critical thinking, learning communities, and cultural relevance etc.,) classroom practices. Additionally, district wide standardized math and reading test scores were collected for the sample and paired with the survey data to explore how well the independent/predictor variables (i.e., self-efficacy, parental involvement, and classroom practices) relate to and/or their ability to be good predictors for the outcome variable (i.e., student achievement: math and reading score). The results of the study yielded interesting findings that have the potential to have great implications at helping to identify key variables that show a relationship with and have the ability to predict math and reading achievement for low income African American middle school students.
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