Classroom Practices of Urban High School Teacher's Pedagogy Strategies and Approaches for Preparing African American Students for College

Autor/in	Hansberry, Leah B.
Titel	Classroom Practices of Urban High School Teacher's Pedagogy Strategies and Approaches for Preparing African American Students for College
Quelle	(2021), (150 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Arkansas at Little Rock
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2098-8775-1
Schlagwörter	Hochschulschrift; Dissertation; Classroom Techniques; Urban Schools; High School Teachers; Teaching Methods; College Readiness; African American Students; Curriculum Development; Teacher Influence; Arkansas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Klassenführung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	The purpose of this study was to conduct a qualitative case study of ten urban high school teachers' classroom practices in terms of pedagogical strategies and curriculum development approaches for college preparation of African American students. Arkansas released a High School-to-College Success Report in 2012 to assess how well high schools prepared students for post-secondary success. There is a dearth of research on urban high school teachers' perspectives on pedagogy strategies for college preparation of African American students. The theoretical framework for this study was derived from Dunkin and Biddle's (1974) Curriculum Model. The overarching research question guided this study: How do teacher contextual dimensions, pupil contextual conceptual dimensions, and student and faculty process conceptual dimensions influence changes in pupil classroom behaviors that result in immediate pupil growth and long-term pupil effects that help prepare African American high school students for college? Atlas.ti nine software was used to code and group data from interviews in order to categorize common themes about classroom practices related to pedagogy strategies and curriculum development approaches for college preparation of African American students. Thus, knowledge of (a) social class, (b) influence, (c) pre-teaching experiences, (d) training programs, (e) practice teaching experiences, (f) teacher training experiences, (g) teaching skills, (h) motivations, (i) intelligence, (j) student abilities, (k) parental involvement, (l) school and community climate, (m) class size, (n) maintain order, and (o) tutoring/mentor sessions, (p) remedial training, and (q) educational support on the immigrant experience are required. [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