A Study of Effective Instructional Practices for Teaching Boys in All-Boys Independent Schools in Virginia

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dc.contributor.authorParsley, Kadie Lynnen
dc.contributor.committeechairCash, Carol S.en
dc.contributor.committeememberSuskind, Dorothy Courtneyen
dc.contributor.committeememberGratto, John Roberten
dc.contributor.committeememberPrice, Ted S.en
dc.contributor.departmentCounselor Educationen
dc.date.accessioned2021-04-28T08:00:49Zen
dc.date.available2021-04-28T08:00:49Zen
dc.date.issued2021-04-27en
dc.description.abstractThe purpose of this study was to identify instructional practices that are effective for teaching boys in all-boys, independent schools in Virginia. Teachers' self-reported levels of preparedness to teach boys was also investigated. The study was a basic qualitative study that used a qualitatively designed survey to collect data regarding the instructional teaching practices used by teachers of all-boys, independent schools in Virginia. The reported data identified several instructional practices that align with prior research conducted by Reichert and Hawley (2010b). The findings of this study indicated that active movement and hands-on, interactive learning are effective instructional practices for teaching boys. Additionally, the study indicated that teachers are prepared to teach boys, and relationships built on trust and respect are important for boys to learn.en
dc.description.abstractgeneralThe purpose of this study was to identify instructional practices that are effective for teaching boys in all-boys, independent schools in Virginia. Teachers' self-reported levels of preparedness to teach boys was also investigated. For the purposes of this study, the term "instructional practice" refers to a specific teaching method used in a lesson, unit of study, or assigned task that is effective. The participants could deem the practice effective for a variety of reasons, either measurable or immeasurable, including but not limited to a boy's performance level, behavior, engagement, attentiveness, motivation, and/or overall quality of work. The study was a basic qualitative study that used a qualitatively designed survey to collect data regarding the instructional teaching practices used by teachers of all-boys, independent schools in Virginia. The reported data identified several instructional practices that align with prior research conducted by Reichert and Hawley (2010b). The findings of this study indicated that active movement and hands-on, interactive learning are effective instructional practices for teaching boys. Additionally, the study indicated that teachers are prepared to teach boys, and relationships built on trust and respect are important for boys to learn.en
dc.description.degreeDoctor of Educationen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:29755en
dc.identifier.urihttp://hdl.handle.net/10919/103153en
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectsingle-sex educationen
dc.subjectpedagogy for teaching boysen
dc.subjectinstructional practices for teaching boysen
dc.titleA Study of Effective Instructional Practices for Teaching Boys in All-Boys Independent Schools in Virginiaen
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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