Title I Early Childhood Educators' Perceptions of Black Males' Reading Development Related to the Availability and Representation of Black Male Protagonists in Picture Books in Classroom Libraries in Upstate South Carolina

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Jeffries, Sherrie L.
Titel	Title I Early Childhood Educators' Perceptions of Black Males' Reading Development Related to the Availability and Representation of Black Male Protagonists in Picture Books in Classroom Libraries in Upstate South Carolina
Quelle	(2022), (185 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Converse University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-3611-7
Schlagwörter	Hochschulschrift; Dissertation; Early Childhood Teachers; Teacher Attitudes; African American Students; Males; Reading Skills; Picture Books; Racial Composition; Reading Materials; Financial Support; Libraries; Coaching (Performance); Reading Teachers; Reading Aloud to Others; Clubs; South Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Reading skill; Lesefertigkeit; Picture book; Bilderbuch; Finanzielle Förderung; Library; Bibliothek; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Club; Klub
Abstract	This phenomenological study examined 11 Title I early childhood educators' perceptions of Black male students' reading development related to the availability and representation of Black male protagonists in classroom library picture books in upstate South Carolina. From the perspective of two reading coaches and nine early childhood classroom teachers, this study explored classroom library accessioning procedures and how the procedures affect the availability and representation of Black male protagonists in classroom library picture books. Additionally, the study explored each educator's perception of the effects of the Black male protagonists on the reading development of their current Black male students. Data analyzed from the study revealed these findings: (1) Funding for classroom libraries is inadequate; (2) Inequalities in funding lead to inequalities in classroom library collection sizes; (3) The portrayal of Black males in picture books in the study population is mostly positive; (4) Black male protagonist books are largely missing from classroom libraries; (5) Book use affects teachers' perceptions of connections between Black male protagonists and their Black male students' reading development; (6) Observations of Black male students' behaviors during read-alouds of Black male protagonist books determine teachers' perceptions of relationships between the books and students' reading development; and (7) Classroom libraries need more Black male protagonists.Recommendations include (a) establishing a dedicated funding stream for classroom library accessioning, (b) inventorying all classroom libraries to determine the availability and representation of Black male protagonists, (c) including reading coaches in the procurement process, (d) commissioning reading coaches to compile a district list of appropriate mirror texts for Black male students, (e) allowing reading coaches to lead professional development about the benefits of mirror texts on Black males' reading development, (f) educating teachers on the necessity and benefits of reading aloud and discussing Black male protagonist books in a whole-class setting, (g) informing teachers of the text characteristics necessary for Black male students to remain engaged, and (h) starting a book club to begin a discourse on Black males' reading development and the instructional changes that would benefit Black 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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01