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dc.contributor.authorLanier, Marilynen_US
dc.date.accessioned2014-03-14T21:10:27Z
dc.date.available2014-03-14T21:10:27Z
dc.date.issued2012-03-29en_US
dc.identifier.otheretd-04122012-143221en_US
dc.identifier.urihttp://hdl.handle.net/10919/37606
dc.description.abstractInvestigating Strategies for Enhancing Achievement of Urban African American Students in Middle School Science Classrooms Marilyn Lanier ABSTRACT This dissertation interprets a qualitative study designed to investigate the pedagogical practices of experienced science teachers who, through their teaching practices, promote learning and achievement of urban African American middle school students between the ages 10-13 years. Based upon the theoretical frameworks of the theory of third space and culturally-responsive pedagogy, this study targeted the pedagogical practices that connected home-to-school experiences. The study sample consisted of 17 students, 2 experienced science teachers, and 1 principal from the same urban middle school. Data collected over a six-month period include in-depth individual interviews, classroom observations, audio recordings, videotaping, and review of documentation. Interviews focused on the participantsâ experiences, views, and the role each played in learning and achievement. Classroom observations provided additional insights into the classroom setting, participantsâ actions, and participantsâ interactions with the teachers and other students. The student focus group emphasized the studentsâ perspectives of their teacher and her teaching strategies. A whole-text analysis of the interview transcripts, observational field notes, video recording and documents generated three major categories: connection to students, classroom management, and instructional pedagogy. The following significant findings emerged from the data: (a) the beliefs and views of teachers affect their classroom practices; (b) when teachers build rapport with African American students, they are better able to create trust, increase the comfort level in their classroom, and motivate learning; (c) a teacherâ s use of home-to-school connections motivates studentsâ interest in learning while helping them to make connections to curriculum, (d) the type of classroom management practices a teacher uses can enhance effective content implementation, and (e) a teacherâ s varied instructional pedagogical practices can provide African American students the opportunity they need to demonstrate knowledge and achievement. Implications for middle school teachers, students, parents, administrators, and teacher educators are included. Suggestions for future research are also provided. The results from this qualitative study strongly suggest that third space theory provides a theoretical framework for understanding the connections necessary for bridging a culturally-responsive disposition and a continuum between home and school experiences, which is critical in a science classroom populated by urban African American students.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartLANIER_M_D_2012.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjecturban middle school studentsen_US
dc.subjectAfrican American student achievementen_US
dc.subjectscience-teaching strategiesen_US
dc.subjecttheory of third spaceen_US
dc.subjectculturally-responsive pedagogyen_US
dc.subjectstudent-teacher interactionsen_US
dc.titleInvestigating Strategies for Enhancing Achievement of Urban African American Students in Middle School Science Classroomsen_US
dc.typeDissertationen_US
dc.contributor.departmentTeaching and Learningen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineCurriculum and Instructionen_US
dc.contributor.committeememberGlasson, George E.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-04122012-143221/en_US
dc.date.sdate2012-04-12en_US
dc.date.rdate2012-05-02
dc.date.adate2012-05-02en_US


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