Elementary School Teachers' Perspectives of Instructional Strategies to Enhance Reading for African American Male Students

Autor/in	Foreman, Nakita A.
Titel	Elementary School Teachers' Perspectives of Instructional Strategies to Enhance Reading for African American Male Students
Quelle	(2022), (146 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4034-5025-6
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Males; Reading Strategies; Reading Skills; Elementary School Teachers; Teaching Methods; Teacher Attitudes; Grade 2; Grade 3; Grade 4; Grade 5; Culturally Relevant Education; Constructivism (Learning); Reading Achievement; Interpersonal Relationship; Learner Engagement; Language Skills; Financial Support + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Reading strategy; Leselernstufe; Lesetechnik; Reading skill; Lesefertigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Leseleistung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Language skill; Sprachkompetenz; Finanzielle Förderung
Abstract	Some state mandated tests showed that many African American male students are not proficient readers. Teachers need to understand how to implement instructional strategies that will help enhance African American male students to read proficiently. The purpose of this basic qualitative study was to explore elementary school teachers' perspectives of instructional strategies to enhance reading for African American male students in second through fifth grades. The conceptual framework for this study consisted of Ladson-Billing's culturally responsive teaching and the theory of social constructivism. The focus of the research questions explored elementary school teachers' perspectives of instructional strategies they use to improve African American male students' reading achievement in second through fifth grades. Data were collected by one-on-one semistructured interviews with 11 elementary school teachers, by telephone or through Zoom, to determine teachers' perspectives of instructional strategies to improve African American male students' reading achievement. Data analysis included a priori coding, open coding, axial coding, and thematic analysis. Four themes emerged from the data analysis process: (a) building relationships improve African American male students' reading achievement, (b) increasing student engagement increases reading engagement, (c) developing language skills improves reading abilities, and (d) more funding and resources to support reading achievement. This study may contribute to positive social change by providing elementary school teachers with information to enlighten their decisions about instructional strategies to enhance reading for African American male 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