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

Becoming High Academic Achievers: Wh...

Corbin-Thaddies, Cassondra A.

FindBook

Google Book

Amazon

博客來

Becoming High Academic Achievers: What Are the Supporting Factors for African American/Black Male Students that Make the Difference?

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Becoming High Academic Achievers: What Are the Supporting Factors for African American/Black Male Students that Make the Difference?/
作者:	Corbin-Thaddies, Cassondra A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	203 p.
附註:	Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
Contained By:	Dissertations Abstracts International84-02A.
標題:	Instructional design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29319996
ISBN:	9798837546358

Becoming High Academic Achievers: What Are the Supporting Factors for African American/Black Male Students that Make the Difference?
Corbin-Thaddies, Cassondra A.

Becoming High Academic Achievers: What Are the Supporting Factors for African American/Black Male Students that Make the Difference? - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 203 p.

Source: Dissertations Abstracts International, Volume: 84-02, Section: A.

Thesis (Ph.D.)--Keiser University, 2022.

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

The purpose of this study was to determine which factors made the difference in African American/Black male students becoming high academic achievers. The goal was to support those in education, the community, and instructional designers to better understand the levers that matter in supporting African American/Black male students to be successful high academic achievers. The study employed a qualitative phenomenological research design. This design was chosen to better understand the meaningfulness and essence of African American/Black male students' lived experiences as high academic achievers. The study utilized a thematic comparative analysis process to the research data derived from interviews and a focus group. Based on the results, self-efficacy, sociocultural influences (family and friends), self-identity, future/life vision/goals, and belonging and relationships were the levers that mattered to the success of high academic achieving African American/Black male students. Teachers, school and district leaders, families and familial kinships, community organizations, instructional designers, and other African American/Black male students will likely benefit from the results of this study.

ISBN: 9798837546358Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

Academic success

Becoming High Academic Achievers: What Are the Supporting Factors for African American/Black Male Students that Make the Difference?
LDR:02551nmm a2200421 4500 001 2323155
005 20231010062920.5
006 m o d
007 cr#unu||||||||
008 231204s2022 ||||||||||||||||| ||eng d
020 $a 9798837546358
035 $a (MiAaPQ)AAI29319996
035 $a AAI29319996
040 $a MiAaPQ $c MiAaPQ
100 1 $a Corbin-Thaddies, Cassondra A. $3 3642139
245 1 0 $a Becoming High Academic Achievers: What Are the Supporting Factors for African American/Black Male Students that Make the Difference?
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 203 p.
500 $a Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
500 $a Advisor: VanDeventer, Stephanie.
502 $a Thesis (Ph.D.)--Keiser University, 2022.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this study was to determine which factors made the difference in African American/Black male students becoming high academic achievers. The goal was to support those in education, the community, and instructional designers to better understand the levers that matter in supporting African American/Black male students to be successful high academic achievers. The study employed a qualitative phenomenological research design. This design was chosen to better understand the meaningfulness and essence of African American/Black male students' lived experiences as high academic achievers. The study utilized a thematic comparative analysis process to the research data derived from interviews and a focus group. Based on the results, self-efficacy, sociocultural influences (family and friends), self-identity, future/life vision/goals, and belonging and relationships were the levers that mattered to the success of high academic achieving African American/Black male students. Teachers, school and district leaders, families and familial kinships, community organizations, instructional designers, and other African American/Black male students will likely benefit from the results of this study.
590 $a School code: 1704.
650 4 $a Instructional design. $3 3172279
650 4 $a African American studies. $3 2122686
650 4 $a Educational evaluation. $3 526425
650 4 $a Multicultural education. $3 526718
650 4 $a Black studies. $3 2122689
653 $a Academic success
653 $a African American male students
653 $a Black male students
653 $a Education
653 $a High-academic achievers
690 $a 0447
690 $a 0455
690 $a 0443
690 $a 0325
690 $a 0296
710 2 $a Keiser University. $b Keiser University Graduate School-Education. $3 2097300
773 0 $t Dissertations Abstracts International $g 84-02A.
790 $a 1704
791 $a Ph.D.
792 $a 2022
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29319996