A Descriptive Qualitative Study Exploring Teacher and Parental Perceptions of African-American Middle School Male Students Related to Mathematics Performance

Autor/in	Fowler, Crystal Nicole
Titel	A Descriptive Qualitative Study Exploring Teacher and Parental Perceptions of African-American Middle School Male Students Related to Mathematics Performance
Quelle	(2013), (128 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Phoenix
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3032-3082-0
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Middle School Students; Males; Mathematics Achievement; Qualitative Research; Case Studies; Parent Attitudes; Teacher Attitudes; White Students; Achievement Gap; Semi Structured Interviews; Parent Participation; Learner Engagement; Educational Improvement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Male; Männliches Geschlecht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Qualitative Forschung; Case study; Fallstudie; Case Study; Elternverhalten; Lehrerverhalten; Elternmitwirkung; Teaching improvement; Unterrichtsentwicklung
Abstract	This qualitative descriptive case study explored the perceptions of parents and teachers of the academic achievement gap in mathematics between African-American middle school males and their White counterparts. Ten parents, both African-American and White, with students attending middle school in the Cherokee County School District and 5 teachers teaching within the district were interviewed to determine their perceptions of influences on student academic achievement and strategies needed for future improvements. Qualitative data was gathered using face-to-face interviews with semi-structured open-ended interview questions. This study explored factors that strengthened or weakened student success and possible interventions or strategies that could be implemented to lessen the achievement gap. Educational leaders working in similar districts can review the conclusions produced by emergent themes and recommendations to decide how the results can be interpreted and used to improve African-American male achievement. The three main themes that emerged and were explored were: (a) parental involvement; (b) student engagement; (c) strategies for improvement. These themes emerging from the qualitative data collected were analyzed to compare perceptions of the achievement gap between African-American males and their White peers in middle school mathematics. [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	2020/1/01