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“THINKING IN THE MIDDLE”
WHAT INSTRUCTIONAL
APPROACHES ARE EMPLOYED BY URBAN MIDDLE
SCHOOL TEACHERS TO EFFECT CHANGES IN
AFRICAN AMERICAN STUDENTS’ LEARNING
OUTCOMES AND PERFORMANCE?
by
Precious B. Flemings
___________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2007
Copyright 2007 Precious B. Flemings
Object Description
| Title | "Thinking in the middle" what instructional approaches are employed by urban middle school teachers to effect changes in African American students' learning outcomes and performances? |
| Author | Flemings, M. Precious B. |
| Author email | drpflemphillips@aol.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2006-08-15 |
| Date submitted | 2007 |
| Restricted until | Unrestricted |
| Date published | 2007-08-09 |
| Advisor (committee chair) | Hollins, Etta R. |
| Advisor (committee member) |
Sundt, Melora Pensavalle, Margo T. |
| Abstract | A qualitative case study research design was used to identify instructional approaches used by urban middle school teachers to effect changes in African American students' learning outcomes and performance. The impetus for this study derived from a lack of research on instructional approaches used by urban middle school teachers to teach African American students that may have a positive effect on their learning outcomes and performance in core academic subjects such as English/Language Arts, History, Math, and Science classes.; Several instructional approaches were identified by conducting interviews and observations of six effective, high-performing urban middle school teachers selected from a K-12 learning center in the Los Angeles Unified School District.; Research indicates that learning outcomes and academic performance of some African American students lag far below their White counterparts in the same core subjects due to academic achievement (Rothstein, 2001). The aim of this study was to identify specific instructional approaches that were used by the six teachers to effect changes in their African American students' learning outcomes and performance in academic core subjects. The teachers who participated in the study had a high percentage of African American students in their core classes.; Findings revealed that certain instructional approaches used by the teachers did effect changes in some students' learning outcomes and performance in core subjects such as Math and Science. The instructional approaches identified were active engagement activities, collaborative small learning groups, direct-instruction, guided practice instruction, high-expectations, coupled with activities to build self-confidence and self-esteem, and technology-based instruction. |
| Keyword | urban middle school teachers; African American students; instructional approaches; learning outcomes; performance; math; science |
| Geographic subject | school districts: Los Angeles Unified School District |
| Geographic subject (county) | Los Angeles |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m783 |
| Rights | Flemings, M. Precious B. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Flemings-20070809 |
| Archival file | uscthesesreloadpub_Volume51/etd-Flemings-20070809.pdf |
Description
| Title | Page 1 |
| Full text | “THINKING IN THE MIDDLE” WHAT INSTRUCTIONAL APPROACHES ARE EMPLOYED BY URBAN MIDDLE SCHOOL TEACHERS TO EFFECT CHANGES IN AFRICAN AMERICAN STUDENTS’ LEARNING OUTCOMES AND PERFORMANCE? by Precious B. Flemings ___________________________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2007 Copyright 2007 Precious B. Flemings |
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