Location
Room 212
Proposal Track
Research Project
Session Format
Presentation
Abstract
The purpose of this study was to describe the personal and professional beliefs of teachers who were successful with providing literacy instruction to elementary school African American males in a Title I elementary school. This study examined the literacy practices of teachers and their beliefs about African American males. It also investigated their use of culturally relevant teaching practices. It was hypothesized that by exploring the beliefs and practices of successful teachers with African American males, this research could provide evidence of effective strategies, which could be used to impact the literacy achievement of African American males. A qualitative case study research design was used in this investigation to analyze intermediate grade school teachers whose literacy instructional practices and beliefs positively enabled economically disadvantaged African American males to become successful readers.
Recommended Citation
Warren, Lateshia, "Today's Dream Keepers: Exploring the Personal and Professional Beliefs of Teachers Who Successfully Provide Literacy Instruction to African American Males in Grades 3-5" (2014). Georgia Educational Research Association Conference. 39.
https://digitalcommons.georgiasouthern.edu/gera/2014/2014/39
Proposal
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Elementary Education and Teaching Commons
Today's Dream Keepers: Exploring the Personal and Professional Beliefs of Teachers Who Successfully Provide Literacy Instruction to African American Males in Grades 3-5
Room 212
The purpose of this study was to describe the personal and professional beliefs of teachers who were successful with providing literacy instruction to elementary school African American males in a Title I elementary school. This study examined the literacy practices of teachers and their beliefs about African American males. It also investigated their use of culturally relevant teaching practices. It was hypothesized that by exploring the beliefs and practices of successful teachers with African American males, this research could provide evidence of effective strategies, which could be used to impact the literacy achievement of African American males. A qualitative case study research design was used in this investigation to analyze intermediate grade school teachers whose literacy instructional practices and beliefs positively enabled economically disadvantaged African American males to become successful readers.
