東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Race, pedagogy and practice: A qual...

Smith, Tamara Thomas.

FindBook

Google Book

Amazon

博客來

Race, pedagogy and practice: A qualitative study of African American teachers and socioeconomically disadvantaged African American urban school students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Race, pedagogy and practice: A qualitative study of African American teachers and socioeconomically disadvantaged African American urban school students./
作者:	Smith, Tamara Thomas.
面頁冊數:	234 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1318.
Contained By:	Dissertation Abstracts International66-04A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3170267
ISBN:	0542069369

Race, pedagogy and practice: A qualitative study of African American teachers and socioeconomically disadvantaged African American urban school students.
Smith, Tamara Thomas.

Race, pedagogy and practice: A qualitative study of African American teachers and socioeconomically disadvantaged African American urban school students. - 234 p.

Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1318.

Thesis (Ed.D.)--Saint Joseph's University, 2005.

This qualitative study examines the factors that African American teachers may take into account when framing expectations and perceptions of socioeconomically disadvantaged, African American urban school students. These factors include race, culture, ethnicity and socioeconomic status. This study also explores the influence of an educator's racial or cultural background on the implementation of research-based instructional practices that are effective for African American adolescents.

ISBN: 0542069369Subjects--Topical Terms:

626654
Education, Sociology of.

Race, pedagogy and practice: A qualitative study of African American teachers and socioeconomically disadvantaged African American urban school students.
LDR:03691nmm 2200325 4500 001 1818029
005 20060829130803.5
008 130610s2005 eng d
020 $a 0542069369
035 $a (UnM)AAI3170267
035 $a AAI3170267
040 $a UnM $c UnM
100 1 $a Smith, Tamara Thomas. $3 1907371
245 1 0 $a Race, pedagogy and practice: A qualitative study of African American teachers and socioeconomically disadvantaged African American urban school students.
300 $a 234 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1318.
500 $a Adviser: Robin Vann Lynch.
502 $a Thesis (Ed.D.)--Saint Joseph's University, 2005.
520 $a This qualitative study examines the factors that African American teachers may take into account when framing expectations and perceptions of socioeconomically disadvantaged, African American urban school students. These factors include race, culture, ethnicity and socioeconomic status. This study also explores the influence of an educator's racial or cultural background on the implementation of research-based instructional practices that are effective for African American adolescents.
520 $a One essential question guides this qualitative study: What factors influence African American teachers' pedagogical practices, expectations and perceptions of African American students in an urban school? Important secondary questions include: (1) In what ways does racial identity shape African American teachers' pedagogical practices with African American students? (2) Do African American educators endorse and/or implement research-based instruction proven to contribute to the academic success of African American students? (3) How are African American teachers' expectations around student achievement socially constructed? (4) In what ways do African American educators acknowledge the extent to which their experiences, educational and otherwise, frame their expectations and perceptions?
520 $a Data for this study was collected via semi-structured teacher interviews, focus group discussions, classroom observations, and analysis of curriculum, lesson plans, and various teaching materials. Teacher interviews were the principal source of data, complemented with transcribed audiotapes of focus group discussions and classroom events. The data for this study was examined through critical race and racial identity theory frameworks.
520 $a This study proposes that classrooms with students and teachers that are racially congruent are subject to similar concerns in a classroom with racial differences. Furthermore, this study also finds that teachers who consistently reflect upon their students' educational and out-of-school experiences increase their effectiveness with students that are predisposed to failure. Therefore, it is found that the presence of African American teachers who socially construct their perceptions of students while maintaining high expectations are integral to the success of socioeconomically disadvantaged African American students in urban schools. However, non-African American teachers that utilize culturally relevant pedagogy can be effective as well. The findings have implications for teachers' pedagogical practices as well as curriculum development, professional development, and teacher recruitment for educational leaders.
590 $a School code: 1442.
650 4 $a Education, Sociology of. $3 626654
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Black Studies. $3 1017673
690 $a 0340
690 $a 0727
690 $a 0325
710 2 0 $a Saint Joseph's University. $3 1030780
773 0 $t Dissertation Abstracts International $g 66-04A.
790 1 0 $a Lynch, Robin Vann, $e advisor
790 $a 1442
791 $a Ed.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3170267