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ERIC Number: ED567889
Record Type: Non-Journal
Publication Date: 2015
Pages: 112
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3395-3495-4
The Teacher Qualities That Students and Teachers Attribute to the Academic Achievement among a Group of African-American High School Students
Miller, Tracie M.
ProQuest LLC, Ed.D. Dissertation, Howard University
Despite the research that has been conducted on the quality and effectiveness of teachers being linked to student achievement, little research has explored the perspectives of the teachers in comparison to those of both high performing and low performing high school African-American students. Since students and teachers are the two individuals who actively participate and are at the core of the academic process, their perceptions are critical to improving the academic performance levels of these students. This qualitative research study looked at the phenomena of the teaching and learning of African-American high school students through the multiple perspectives of those who have experienced the phenomena. Using the collective case study method categorized by Stake (1995), the researcher conducted one-on-one semi-structured interviews and focus group interviews to explore the teacher qualities that African-American students attribute to their motivation to learn and academic behavior. Their perceptions were also compared to those of their teachers. The findings in this study discovered that the academic achievement of African-American high school students is attributed to lesson engagement, teachers' attitude towards students, and teacher expectations. [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: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A