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"You were the only one who ever real...

Merchant, Nikki Anne.

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"You were the only one who ever really pushed us": A case study of the influence of race and culture on an urban, African American teacher's beliefs, practices, and writing instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	"You were the only one who ever really pushed us": A case study of the influence of race and culture on an urban, African American teacher's beliefs, practices, and writing instruction./
作者:	Merchant, Nikki Anne.
面頁冊數:	310 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2785.
Contained By:	Dissertation Abstracts International64-08A.
標題:	Education, Elementary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3100153

"You were the only one who ever really pushed us": A case study of the influence of race and culture on an urban, African American teacher's beliefs, practices, and writing instruction.
Merchant, Nikki Anne.

"You were the only one who ever really pushed us": A case study of the influence of race and culture on an urban, African American teacher's beliefs, practices, and writing instruction. - 310 p.

Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2785.

Thesis (Ed.D.)--Harvard University, 2003.

This dissertation examines the influence of a teacher's racial and cultural background and her understanding of the instructional needs of low-income, urban students of color on her beliefs and practice of writing. The study employs ethnographic case study techniques to describe the patterns of writing instruction of one African American teacher in one urban fifth-grade classroom.Subjects--Topical Terms:

516171
Education, Elementary.

"You were the only one who ever really pushed us": A case study of the influence of race and culture on an urban, African American teacher's beliefs, practices, and writing instruction.
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100 1 $a Merchant, Nikki Anne. $3 1948582
245 1 0 $a "You were the only one who ever really pushed us": A case study of the influence of race and culture on an urban, African American teacher's beliefs, practices, and writing instruction.
300 $a 310 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2785.
500 $a Adviser: Wendy Luttrell.
502 $a Thesis (Ed.D.)--Harvard University, 2003.
520 $a This dissertation examines the influence of a teacher's racial and cultural background and her understanding of the instructional needs of low-income, urban students of color on her beliefs and practice of writing. The study employs ethnographic case study techniques to describe the patterns of writing instruction of one African American teacher in one urban fifth-grade classroom.
520 $a Two broad questions guide this dissertation research: What does writing instruction look like in Mrs. Jones's classroom? How are her assertions about who she is as an African American teacher of students of color exemplified in her practice of teaching writing? The following more specific questions frame my analysis of the data I collected: (1) How does Mrs. Jones understand the role her own race and cultural background plays in her beliefs about the instructional needs of low-income/poverty-level students of color? (2) In what ways do her reported beliefs and instructional practices reflect the literature on African American teacher pedagogy and African American performance traditions? (3) In what ways do Mrs. Jones's reported beliefs and instructional practices reflect the literature on culturally relevant pedagogy? (4) What modes of writing instruction does Mrs. Jones employ and how are these related to her African American pedagogy?
520 $a Data collection included semi-structured interviews with the teacher and selected students, observations of the teacher's classroom instructional practices, and analysis of lesson plans, teaching materials, and district curriculum guidelines. Field notes were the primary data source, supplemented by transcribed audiotapes of interviews with the teacher, students, and classroom instructional events.
520 $a The lenses through which the data was examined include African American teaching pedagogy (Jeffries, 1997), culturally relevant pedagogy (Ladson-Billings, 1992, 1995), and Hillocks's instructional modes (1995, 1986).
520 $a A major finding of the study was that the focal teacher's racial background, often unconsciously, informed her teaching practices, which were identified by the literature as consistent with African American Performance Traditions (Jeffries, 1997) and culturally relevant pedagogy. Through her use of conversational-like instruction, attention to the curriculum, and the classroom environment, she addressed and developed necessary skills, such as vocabulary development, grammar, and spelling, to teach students to write.
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