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ERIC Number: ED555432
Record Type: Non-Journal
Publication Date: 2013
Pages: 241
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-3611-6
ISSN: N/A
Today's Dream Keepers: Exploring the Personal and Professional Beliefs of Teachers Who Successfully Provide Literacy Instruction to African American Males in Grades 3-5
Warren, Lateshia McCord
ProQuest LLC, Ph.D. Dissertation, Mercer University
The purpose of this study was to describe the personal and professional beliefs of teachers who were successful with providing literacy instruction to elementary school African American males in a Title I elementary school. This study examined the literacy practices of teachers and their beliefs about African American males. It also investigated their use of culturally relevant teaching practices. It was hypothesized that by exploring the beliefs and practices of successful teachers with African American males, this research could provide evidence of effective strategies which could be used to impact the literacy achievement of African American males. A qualitative case study research design was used in this investigation to analyze intermediate grade school teachers whose literacy instructional practices and beliefs positively enabled economically disadvantaged African American males to become successful readers. Four teachers of grades 3-5 were purposefully chosen because of their demonstrated ability to support these males in reading success. Questionnaires, interviews, classroom observations, and artifacts generated data that, when analyzed, showed that in regards to personal and professional beliefs, all four teachers made it a priority to create a positive learning atmosphere that enabled students to become academically successful. Each teacher was committed to learning about their African American students and utilizing their students' interest to provide meaningful literacy instruction. Even though various literacy approaches were used, each teacher felt that working with their African American males in small groups provided them the opportunity to have a positive impact on individual student achievement. In regards to culturally relevant pedagogy, teachers in this study used these practices to improve student success by gaining knowledge of their students' cultural backgrounds, and translating this knowledge into instruction practices. It was recommended that pre-service teachers need the opportunity to observe experienced teachers engaging students in a culturally relevant manner. School administrators must ensure that their staff is properly trained and knowledgeable about how to best instruct African American males. Lastly, in-service teachers must make it a priority to enable students from diverse backgrounds to use literacy successfully in today's social contexts, in addition to the context of their home and community. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A