The Strategies That Elementary Teachers Perceive as Effective in Helping African American Male Students Become Proficient Writers

Autor/in	Glass, Eleanore Marie
Titel	The Strategies That Elementary Teachers Perceive as Effective in Helping African American Male Students Become Proficient Writers
Quelle	(2019), (163 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Oakland University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0855-7260-6
Schlagwörter	Hochschulschrift; Dissertation; Writing (Composition); Writing Skills; African American Students; Males; Low Achievement; Literacy; Writing Instruction; Teaching Methods; Underachievement; Academic Ability; Social Bias; Racial Bias; Poverty; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schreibübung; Writing skill; Schreibfertigkeit; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Unterdurchschnittliche Leistung; Alphabetisierung; Schreib- und Lesefähigkeit; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Performance deficiency; Leistungsschwäche; Racial discrimination; Rassismus; Armut; Unterrichtserfolg
Abstract	Writing is a skill that is used throughout life as a way to communicate. Through supportive and responsive classrooms, schools may best help each child grow into literacy in ways that enable them to use written language productively throughout their lives. However important writing skills may be, African American males are under performing in this area. African American males have historically performed poorly on standardized tests in all academic areas, including reading and writing. The interpretation of this performance indicates that this segment of the population lacks the literacy skills necessary to access essential life domains, such as completing educational goals, fulfilling employment and having the ability to become contributing members of society, and caring for a family. Absent necessary academic skills, these youth are likely to remain at the lower rungs of society and repeat the cycle of poverty into which some are born. The goal of this qualitative study, was to explore the strategies elementary teachers perceive as effective in helping African American male students become proficient writers. The study used a qualitative phenomenological research design. To collect the data, a questionnaire and face-to-face open-ended one-on-one semi-structured interviews from teachers who had experience with the phenomenon yield six themes: Culture, language, teacher training, writing approach, and motivation. These themes created a theory of the experiences of the participants that suggest when effective writing strategies are used, African American males may be more inclined to engage in the writing process and show improved writing outcomes. The findings of this study may be useful to teachers who teach writing to 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	2024/1/01