A Qualitative Study Examining the Best Practices of Effective Teachers of African American Elementary School Students in a Midwestern Urban District

Autor/in	Crawford, Angelina
Titel	A Qualitative Study Examining the Best Practices of Effective Teachers of African American Elementary School Students in a Midwestern Urban District
Quelle	(2011), (169 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Edgewood College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2670-0834-3
Schlagwörter	Hochschulschrift; Dissertation; Achievement Gap; Elementary School Students; African American Students; Teacher Effectiveness; Elementary School Teachers; White Students; Academic Achievement; Best Practices; Outcomes of Education; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schulleistung; Lernleistung; Schulerfolg; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	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: 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	2017/4/10