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

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	How Reading Teachers Select and Use Evidence-Based, Culturally Responsive Strategies to Support Black Students./
作者:	Davis, Bridgette B.
面頁冊數:	1 online resource (133 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
Contained By:	Dissertations Abstracts International85-05A.
標題:	Pedagogy. -
電子資源:	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:

1148703
Pedagogy.
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.
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