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ERIC Number: ED534482
Record Type: Non-Journal
Publication Date: 2011
Pages: 169
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-2670-0834-3
A Qualitative Study Examining the Best Practices of Effective Teachers of African American Elementary School Students in a Midwestern Urban District
Crawford, Angelina
ProQuest LLC, Ed.D. Dissertation, Edgewood College
The purpose of this study is twofold. First, this research seeks to illuminate best practices of teachers who advance learning and achievement of African American students. Second, this study seeks to provide educators and administrators strategies they might utilize to increase the achievement of their African-American students in order to increase their student's overall engagement, connection with school, and learning outcomes. The participants were elementary school teachers in an urban district that had a significant achievement gap between African American and White students. Through interviews and observations the researcher found that building positive, meaningful and authentic relationships with students by connecting with families positively, making yourself available outside of the classroom, revealing yourself to your students, showing genuine care and concern and believing in supporting who they are, holding positive perceptions, beliefs and attitudes, and regardless of the curriculum, are able to connect it back to the student, maintain high and clear expectations for students by making them realistic and attainable, while motivating high academic engagement by affirmations and praise and challenging students to push themselves further, and are dedicated and committed to the child's academic success are some of the best practices of effective teachers of African American students. Educators who accept crucial and honorable charge of care for other people's children must find ways to meet the needs of all children. In summary, the conclusion to this study is effective teachers are effective with all students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A