國立虎尾科技大學 |

How Reading Teachers Select and Use Evidence-Based, Culturally Responsive Strategies to Support Black Students.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	How Reading Teachers Select and Use Evidence-Based, Culturally Responsive Strategies to Support Black Students./
Author:	Davis, Bridgette B.
Description:	1 online resource (133 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
Contained By:	Dissertations Abstracts International85-05A.
Subject:	Reading instruction. -
Online resource:	click for full text (PQDT)
ISBN:	9798380807753

How Reading Teachers Select and Use Evidence-Based, Culturally Responsive Strategies to Support Black Students.
Davis, Bridgette B.

How Reading Teachers Select and Use Evidence-Based, Culturally Responsive Strategies to Support Black Students. - 1 online resource (133 pages)

Source: Dissertations Abstracts International, Volume: 85-05, Section: A.

Thesis (Ph.D.)--Walden University, 2023.

Includes bibliographical references

Literacy researchers have found that using evidence-based intervention strategies with students receiving response to intervention Tier 2 services impacted the support they receive. The problem was that researchers had not examined how elementary reading intervention teachers decided how to use effective evidence-based, culturally responsive strategies to support Black students receiving Tier 2 services. This basic qualitative study aimed to understand how elementary reading intervention teachers decided how to use effective evidence-based, culturally responsive strategies to support Black students receiving Tier 2 services. Bartlett's schema theory was the framework used in the study. The study used a basic qualitative approach. Data analysis was thematic coding of 10 reading intervention teachers' open-ended, semistructured interview questions. Findings suggested district resources guided the decision-making and implementation of reading strategies for Black students receiving Tier 2 services. Findings also purport no consideration of culture when deciding how to use effective evidence-based reading strategies. At the same time, teachers did not receive professional development to support them in this process. The implications for positive social change address the disparities between races and achievement and may help close the achievement gap and impact high school graduation rates.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380807753Subjects--Topical Terms:

1148440
Reading instruction.
Subjects--Index Terms:

African-American studentsIndex Terms--Genre/Form:

554714
Electronic books.

How Reading Teachers Select and Use Evidence-Based, Culturally Responsive Strategies to Support Black Students.
LDR:02831ntm a22003977 4500 001 1143194
005 20240513060820.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798380807753
035 $a (MiAaPQ)AAI30692743
035 $a AAI30692743
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Davis, Bridgette B. $3 1467808
245 1 0 $a How Reading Teachers Select and Use Evidence-Based, Culturally Responsive Strategies to Support Black Students.
264 0 $c 2023
300 $a 1 online resource (133 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
500 $a Advisor: Scales, Ellen.
502 $a Thesis (Ph.D.)--Walden University, 2023.
504 $a Includes bibliographical references
520 $a Literacy researchers have found that using evidence-based intervention strategies with students receiving response to intervention Tier 2 services impacted the support they receive. The problem was that researchers had not examined how elementary reading intervention teachers decided how to use effective evidence-based, culturally responsive strategies to support Black students receiving Tier 2 services. This basic qualitative study aimed to understand how elementary reading intervention teachers decided how to use effective evidence-based, culturally responsive strategies to support Black students receiving Tier 2 services. Bartlett's schema theory was the framework used in the study. The study used a basic qualitative approach. Data analysis was thematic coding of 10 reading intervention teachers' open-ended, semistructured interview questions. Findings suggested district resources guided the decision-making and implementation of reading strategies for Black students receiving Tier 2 services. Findings also purport no consideration of culture when deciding how to use effective evidence-based reading strategies. At the same time, teachers did not receive professional development to support them in this process. The implications for positive social change address the disparities between races and achievement and may help close the achievement gap and impact high school graduation rates.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Reading instruction. $3 1148440
650 4 $a Elementary education. $3 1148439
650 4 $a Multicultural education. $3 556370
650 4 $a Pedagogy. $3 1148703
653 $a African-American students
653 $a Culturally responsive pedagogy
653 $a Response to intervention
653 $a Graduation rates
655 7 $a Electronic books. $2 local $3 554714
690 $a 0535
690 $a 0524
690 $a 0455
690 $a 0456
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Walden University. $b Education. $3 1148424
773 0 $t Dissertations Abstracts International $g 85-05A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30692743 $z click for full text (PQDT)