The Perceptions of Teachers Regarding the Instructional Practices and School Leadership Supports that Contributed to High Pass Rates in Algebra I for Minority Students in Rural Schools

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dc.contributor.authorSalley, Parcillaen
dc.contributor.committeechairCash, Carol S.en
dc.contributor.committeechairPrice, Ted S.en
dc.contributor.committeememberLipscomb, Kecia Ormonden
dc.contributor.committeememberBrinkmann, Jodie Lynnen
dc.contributor.departmentEducational Leadership and Policy Studiesen
dc.date.accessioned2024-08-27T08:00:16Zen
dc.date.available2024-08-27T08:00:16Zen
dc.date.issued2024-08-26en
dc.description.abstractIn the United States, students must pass Algebra I to graduate from high school. The purpose of this qualitative study was to identify the instructional practices of teachers and leadership supports in rural secondary schools with a high pass rate among African American and Latino students in Algebra I. This study was used to determine the instructional and leadership supports that influenced three high schools with a high pass rate in Algebra I for minority students for 3-years consecutively, based on Virginia Standards of Learning. This study was conducted using semi-structured interviews. The findings indicated that teachers influenced the high academic performances of minority students through relationships, praise, and support while they employed effective teaching practices and consistently utilized teaching resources. Also, teachers provided sufficient time for practice, modeling, scaffolds, guided notes, and remediation using their personal experiences to serve the needs of minority groups. Teachers established relationships, built relatable lesson plans, and set high expectations continually. School leaders, who supported student success by providing autonomy to teachers, created plans and utilized approaches to meet the needs of struggling students. The implications of this study were that school leaders should institute a strong culture promoting strong relationships between teachers and students, provide mathematics teachers with professional development, give teachers time and space for meaningful collaboration, and consider teachers' skills when assigning a mathematics course.en
dc.description.abstractgeneralAlgebra I is a required course that students must pass in the Commonwealth of Virginia to graduate from high school. Teachers influenced the high academic performance of minority students through relationships, personal experiences, effective teaching practices, and resources. Although school leaders provide support, they must also provide professional development and allow teachers time for collaboration. The purpose of this qualitative study was to identify the perceptions of math teachers in rural secondary schools with a high pass rate among African American and Latino students in Algebra I regarding their instructional practices and school leadership supports. This study was conducted in three high schools within three different rural divisions and in two different regions within the Commonwealth of Virginia. This study generated six findings and four implications.en
dc.description.degreeDoctor of Educationen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:41284en
dc.identifier.urihttps://hdl.handle.net/10919/121015en
dc.language.isoenen
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectacademic achievementen
dc.subjectAfrican Americanen
dc.subjectdrop-out ratesen
dc.subjecthigh school principalen
dc.subjectLatinoen
dc.subjectself-efficacyen
dc.titleThe Perceptions of Teachers Regarding the Instructional Practices and School Leadership Supports that Contributed to High Pass Rates in Algebra I for Minority Students in Rural Schoolsen
dc.typeDissertationen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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