- Collection:
- Atlanta University and Clark Atlanta University Theses and Dissertations
- Title:
- Gender and learning outcomes: a phenomenological study on the influence of effective teacher instructional practices of third to fifth-grade African-American boys in mathematics, 2018
- Creator:
- Herbert, Darlene
- Date of Original:
- 2010/2019
- Subject:
- Degrees, Academic
Dissertations, Academic - Location:
- United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
- Medium:
- theses
dissertations - Type:
- Text
- Format:
- application/pdf
- Description:
- The purpose of this study is to examine through a phenomenological approach the impact of the instructional practices of three African-American female teachers on the learning outcomes in mathematics of third- to fifth-grade African-American males. The research design of this study utilized a qualitative and quantitative phenomenological model to examine a particular group of teachers and their students at a suburban metro Atlanta school district. The researcher conducted data analysis using a variety of statistical testing to examine the relationships between student learning outcomes and gender, race, teacher perceptions and beliefs, teacher expectations, teacher-student interactions, student behavior, differentiated learning, and parental influences for each grade level. The findings from this research show how both internal and external factors can contribute to student learning outcomes as well as how common themes emerged related to pedagogical practices. Moreover, the results of the study indicate that educators must come to terms with the reality of their teaching practices. The study shows how three African-American teachers successfully promoted effective teaching practices that provided an equitable learning environment that impacted both the quality and quantity of teaching and learning for African-American students in their learning outcomes. KEY TERMS: Educational Practices, Bias and Equity, Research and Theory, Teacher Effectiveness, Student Achievement, Mathematics Achievement, Educational Assessment, Evaluation, and Research, Educational Leadership, Educational Methods, Elementary Education and Teaching, Gender Equity in Education, Teacher Education and Professional Development
Date of award: 8/8/2018
Degree type: dissertation
Degree name: Doctor of Education (EdD)
Granting institution: Clark Atlanta University
Department: Educational Leadership
Advisor: Turner, Trevor
Advisor: Hill, Barbara
Advisor: Gregory, Sheila - Metadata URL:
- http://hdl.handle.net/20.500.12322/cau.td:2018_herbert_darlene
- Holding Institution:
- Atlanta University Center Robert W. Woodruff Library
- Rights:
-
