A Mixed Methods Study: African American Students' Performance Trends and Perceptions Towards Advanced Placement Literature Courses and Examinations

Autor/in	Buford, Brandie J.
Titel	A Mixed Methods Study: African American Students' Performance Trends and Perceptions Towards Advanced Placement Literature Courses and Examinations
Quelle	(2012), (179 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Sam Houston State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-5405-3
Schlagwörter	Hochschulschrift; Dissertation; Mixed Methods Research; African American Students; Student Attitudes; Academic Achievement; Advanced Placement; Achievement Tests; Literature; English Instruction; Urban Schools; High School Students; Case Studies; Ecological Factors; Critical Theory; Race; Resilience (Psychology); Intelligence; Scores; Comparative Analysis; Gender Differences; Statistical Analysis; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schülerverhalten; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Literatur; English langauage lessons; Englischunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Oberschule; Case study; Fallstudie; Case Study; Ökologischer Ansatz; Kritische Theorie; Rasse; Abstammung; Intelligenz; Klugheit; Geschlechterkonflikt; Statistische Analyse
Abstract	The purpose of this mixed methods study was to describe the perceptions of African American students pertaining to their engagement in Advanced Placement English Literature and Composition course and Advanced Placement English Literature and Composition examination. A purposive sampling design was employed to select 12 participants from one urban high school as case studies. A cross case analysis was used to analyze the data. Through the analysis, themes emerged within the Bronfenbrenner's Ecological Framework, Carter's Critical Race Achievement Ideology, Morales's Resilience Cycle, and Aronson, Fried, and Good's Personal Theory of Intelligence. Themes not reflective of frameworks but suggestive of course and examination participation were also noted. Implications of these findings are presented. Recommendations for future research are made. Moreover, the purpose of this mixed methods study was to determine the differences in test scores among African American males and females on the Advanced Placement English Literature and Composition examination from 2001-2010 in Texas and the United States. By applying the Pearson chi-squares analysis, gender was revealed to be a significant factor in test scores. Though participating in greater numbers, percentages of African American participants passing and failing the AP English Literature and Composition examination reveal discordant findings. Implications of these findings are presented. Recommendations for future research are made. KEY WORDS: African American, Advanced Placement course, perceptions, performance, Advanced Placement examination. [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