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Teachers' Responsiveness to the Learning Needs of a Select Group of African-American Middle School Students

Permanent Link: http://ufdc.ufl.edu/UFE0024377/00001

Material Information

Title: Teachers' Responsiveness to the Learning Needs of a Select Group of African-American Middle School Students
Physical Description: 1 online resource (97 p.)
Language: english
Creator: Scott, William
Publisher: University of Florida
Place of Publication: Gainesville, Fla.
Publication Date: 2009

Subjects

Subjects / Keywords: achievement, african, learning, middle, responsiveness
Educational Administration and Policy -- Dissertations, Academic -- UF
Genre: Educational Leadership thesis, Ph.D.
bibliography   ( marcgt )
theses   ( marcgt )
government publication (state, provincial, terriorial, dependent)   ( marcgt )
born-digital   ( sobekcm )
Electronic Thesis or Dissertation

Notes

Abstract: The purpose of this study was to assess teachers? beliefs and observe how teachers responded to the learning and social needs of a select group of African American middle school students in the classroom setting. Four core 7TH grade teachers (math, science, social studies, English) and four African American 7th grade students (2 males/2 females) participated in a full semester of observations, teacher interviews, surveys of teachers? instructional beliefs and student learning types. Using qualitative methods, five themes emerged: stereotype-colorblind racism, responsibility, strategies (behavioral/instructional), despair, and disconnect. Overall, all four teachers exhibited disconnections between their instructional practices and the preferred learning types of these African American students. These students also were denied access to the cultural capital of the school environment, and were positioned academically and physically in teaching and learning locations of least resistance and instruction. From a theoretical perspective, an overview of how this study?s findings confirm or refute previous perspectives is provided. Professional development opportunities that result in teachers changing their instructional focus, offering cultural immersive experiences, and raising the expectations and outcomes of rigor, relevance, and relationships for African American students would render teacher responsiveness to their learning needs.
General Note: In the series University of Florida Digital Collections.
General Note: Includes vita.
Bibliography: Includes bibliographical references.
Source of Description: Description based on online resource; title from PDF title page.
Source of Description: This bibliographic record is available under the Creative Commons CC0 public domain dedication. The University of Florida Libraries, as creator of this bibliographic record, has waived all rights to it worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law.
Statement of Responsibility: by William Scott.
Thesis: Thesis (Ph.D.)--University of Florida, 2009.
Local: Adviser: Behar-Horenstein, Linda S.
Electronic Access: RESTRICTED TO UF STUDENTS, STAFF, FACULTY, AND ON-CAMPUS USE UNTIL 2011-08-31

Record Information

Source Institution: UFRGP
Rights Management: Applicable rights reserved.
Classification: lcc - LD1780 2009
System ID: UFE0024377:00001

Permanent Link: http://ufdc.ufl.edu/UFE0024377/00001

Material Information

Title: Teachers' Responsiveness to the Learning Needs of a Select Group of African-American Middle School Students
Physical Description: 1 online resource (97 p.)
Language: english
Creator: Scott, William
Publisher: University of Florida
Place of Publication: Gainesville, Fla.
Publication Date: 2009

Subjects

Subjects / Keywords: achievement, african, learning, middle, responsiveness
Educational Administration and Policy -- Dissertations, Academic -- UF
Genre: Educational Leadership thesis, Ph.D.
bibliography   ( marcgt )
theses   ( marcgt )
government publication (state, provincial, terriorial, dependent)   ( marcgt )
born-digital   ( sobekcm )
Electronic Thesis or Dissertation

Notes

Abstract: The purpose of this study was to assess teachers? beliefs and observe how teachers responded to the learning and social needs of a select group of African American middle school students in the classroom setting. Four core 7TH grade teachers (math, science, social studies, English) and four African American 7th grade students (2 males/2 females) participated in a full semester of observations, teacher interviews, surveys of teachers? instructional beliefs and student learning types. Using qualitative methods, five themes emerged: stereotype-colorblind racism, responsibility, strategies (behavioral/instructional), despair, and disconnect. Overall, all four teachers exhibited disconnections between their instructional practices and the preferred learning types of these African American students. These students also were denied access to the cultural capital of the school environment, and were positioned academically and physically in teaching and learning locations of least resistance and instruction. From a theoretical perspective, an overview of how this study?s findings confirm or refute previous perspectives is provided. Professional development opportunities that result in teachers changing their instructional focus, offering cultural immersive experiences, and raising the expectations and outcomes of rigor, relevance, and relationships for African American students would render teacher responsiveness to their learning needs.
General Note: In the series University of Florida Digital Collections.
General Note: Includes vita.
Bibliography: Includes bibliographical references.
Source of Description: Description based on online resource; title from PDF title page.
Source of Description: This bibliographic record is available under the Creative Commons CC0 public domain dedication. The University of Florida Libraries, as creator of this bibliographic record, has waived all rights to it worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law.
Statement of Responsibility: by William Scott.
Thesis: Thesis (Ph.D.)--University of Florida, 2009.
Local: Adviser: Behar-Horenstein, Linda S.
Electronic Access: RESTRICTED TO UF STUDENTS, STAFF, FACULTY, AND ON-CAMPUS USE UNTIL 2011-08-31

Record Information

Source Institution: UFRGP
Rights Management: Applicable rights reserved.
Classification: lcc - LD1780 2009
System ID: UFE0024377:00001


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