Teacher Perceptions on the Influence of the Amistad Integrated Units on Instructional Practices and Black Female Students' Academic Experiences

Autor/in	Wicks, Tiffany
Titel	Teacher Perceptions on the Influence of the Amistad Integrated Units on Instructional Practices and Black Female Students' Academic Experiences
Quelle	(2023), (84 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Seton Hall University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-4923-6
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Units of Study; Integrated Curriculum; Teaching Methods; African American Students; Females; Educational Experience; Culturally Relevant Education; African American History; Urban Schools; Language Arts; Elementary School Teachers; New Jersey + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Lerneinheit; Teaching method; Lehrmethode; Unterrichtsmethode; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Bildungserfahrung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sprachkultur; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The purpose of this study is to understand the thoughts of teachers on the Amistad Integrated Units and the influence of the culturally relevant units on Black female students. The researcher identified if culturally relevant pedagogy influenced teacher instructional practices and the classroom academic experiences of Black female students. The findings helped to explain the needs of Black girls in an urban classroom and possible solutions that can benefit them within classroom environments. For this study, the researcher used a narrative inquiry research design to examine and understand the perspectives of teachers and the influence of culturally relevant curriculum on Black female students. Using a specific coding process, the researcher developed themes to focus on similar findings throughout the research. As evidenced by the research, teacher perspectives showed the need for school districts to implement the Amistad Integrated Units. Therefore, the influence of culturally relevant curriculum on teacher instructional practices and Black female students' academic experiences should continue to be monitored to support teacher implementation of the units and student experiences when learning. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01