Date Approved

1-27-2014

Embargo Period

1-27-2016

Document Type

Dissertation

Degree Name

Ed.D. Educational Leadership

Department

Educational Leadership

College

College of Education

First Advisor

Johnson, Ane

Subject(s)

African-Americans--Education (Elementary);Education; Urban

Disciplines

Elementary and Middle and Secondary Education Administration

Abstract

Problems facing Black American students in underfunded urban schools continue to threaten the viability of public education for this and other nontraditional student populations. These problems, along with the growing diversity of American children, prompt a reexamination of extant data on the practices associated with the effective teaching of Black American students. This meta-ethnography illuminates the findings of four case studies and then explores their implications for teaching. By looking through the lens of critical race theory, this study explores how effective teachers use culture-based instruction to better engage Black American students in the process of learning. Findings identify core teacher behaviors and instructional practices that support the successful teaching of urban Black American primary school children.

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