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Elementary Teachers' Perceptions of Closing the Math Achievement Gaps Between Black and White Students in Grades 3-5.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Elementary Teachers' Perceptions of Closing the Math Achievement Gaps Between Black and White Students in Grades 3-5./
作者:	Waller, Carla S.
面頁冊數:	1 online resource (254 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
Contained By:	Dissertations Abstracts International85-08A.
標題:	Black studies. -
電子資源:	click for full text (PQDT)
ISBN:	9798381686364

Elementary Teachers' Perceptions of Closing the Math Achievement Gaps Between Black and White Students in Grades 3-5.
Waller, Carla S.

Elementary Teachers' Perceptions of Closing the Math Achievement Gaps Between Black and White Students in Grades 3-5. - 1 online resource (254 pages)

Source: Dissertations Abstracts International, Volume: 85-08, Section: A.

Thesis (Ed.D.)--Walden University, 2024.

Includes bibliographical references

The problem underpinning this study was a pronounced achievement gap between Black and White students, evident in standardized test score pass rates of third through fifth graders, in a school district in the U.S. state of Virginia. The purpose of this basic qualitative study was to explore the extent to which culturally responsive instructional practices influence elementary teachers' perceptions, approaches, successes, and challenges in closing the differences in standardized math scores between Black and White students in Grades 3 through 5. Gay's work on culturally responsive teaching, which encompasses theory, research, and evidence-based instructional approaches teachers can implement to address achievement gaps, was the conceptual framework for this study. Qualitative data were collected from 12 district teachers who participated in semistructured interviews via Zoom or phone. Data analysis yielded five themes: math instructional strategies, resources, and progress monitoring; perceptions of Black students' math achievement; experiences of successes; experiences of challenges; and implementation of culturally responsive practices. Study results indicated that although the participants employed various approaches to bridge the math achievement gap, their use of culturally responsive teaching practices was superficial. The project deliverable is a 25-hr blended or hybrid professional development cohort consisting of synchronous and asynchronous learning experiences to be delivered over 6 weeks. Upon completing this training, teachers may become more culturally aware and better able to meet the academic needs of Black students. In turn, district leaders may be encouraged to create math support initiatives for elementary teachers that assist these educators in closing the achievement gap.

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

Mode of access: World Wide Web

ISBN: 9798381686364Subjects--Topical Terms:

1180118
Black studies.
Subjects--Index Terms:

Achievement gapIndex Terms--Genre/Form:

554714
Electronic books.

Elementary Teachers' Perceptions of Closing the Math Achievement Gaps Between Black and White Students in Grades 3-5.
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