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Making the connection: An investiga...

Wheeler, Tiffany Renee.

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Making the connection: An investigation of the literacy instructional practices of two culturally responsive African American primary teachers.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Making the connection: An investigation of the literacy instructional practices of two culturally responsive African American primary teachers./
作者:	Wheeler, Tiffany Renee.
面頁冊數:	243 p.
附註:	Adviser: Deneese Jones.
Contained By:	Dissertation Abstracts International68-04A.
標題:	Black Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3259211

Making the connection: An investigation of the literacy instructional practices of two culturally responsive African American primary teachers.
Wheeler, Tiffany Renee.

Making the connection: An investigation of the literacy instructional practices of two culturally responsive African American primary teachers. - 243 p.

Adviser: Deneese Jones.

Thesis (Ed.D.)--University of Kentucky, 2007.

Keywords. Culturally Responsive Pedagogy, African American Males, Literacy Instruction, African American Teachers, Communication StylesSubjects--Topical Terms:

1017673
Black Studies.

Making the connection: An investigation of the literacy instructional practices of two culturally responsive African American primary teachers.
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245 1 0 $a Making the connection: An investigation of the literacy instructional practices of two culturally responsive African American primary teachers.
300 $a 243 p.
500 $a Adviser: Deneese Jones.
500 $a Source: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1315.
502 $a Thesis (Ed.D.)--University of Kentucky, 2007.
520 $a Keywords. Culturally Responsive Pedagogy, African American Males, Literacy Instruction, African American Teachers, Communication Styles
520 $a In the over fifty years since the landmark Brown v. Board decision led to the desegregation of public schools in the United States, African Americans have struggled to achieve in the educational system. Educators, researchers, parents, and policymakers continue to lament the "achievement gap" between African American and White students. In particular, African American males seem to experience academic underachievement at a higher rate than students from other racial, ethnic, or gender groups.
520 $a This qualitative study investigated the literacy instructional practices of two culturally responsive African American primary teachers. Participant observation, interviews with the teachers and other school personnel, teacher artifacts, and student artifacts were the primary methods of data collection. The findings of this study suggest that the teachers' culturally responsive literacy instructional practices supported the communication styles and literacy development of their African American male students. Both teachers developed genuine caring relationships with the students in their classes, as well as their families. The strategies and approaches that the teachers selected during literacy instruction reflected their deep concern for all aspects of their students' lives. While the teachers worked diligently to improve their students' academic performance, they viewed their students as more than just a compilation of test scores and strived to help their students develop socially, culturally, and emotionally. The study also indicates that the teachers faced school-based challenges, such as mandated curricular and high-stakes assessment policies, in their efforts to implement culturally responsive instruction.
520 $a The implications of this study are that African American students, especially males, benefit when teachers develop caring relationships with them and implement instructional strategies that connect to their learning styles and cultural experiences. This study also suggests that, in order to help teachers gain a more comprehensive picture of their students' strengths and abilities, a broader view of student achievement needs to be advanced.
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