dc.contributor.author	Brown, Terrell
dc.coverage.spatial	Georgia	en_US
dc.coverage.temporal	2019-2022	en_US
dc.date.accessioned	2023-05-24T17:54:47Z
dc.date.available	2023-05-24T17:54:47Z
dc.date.issued	2022-12-07
dc.identifier.other	1f81f59a-c985-4765-92e2-9676567a4d19	en_US
dc.identifier.uri	https://hdl.handle.net/10428/6718
dc.description.abstract	This qualitative study used a narrative inquiry design to generate a counter-narrative that challenges the negative stereotype commonly assigned to Title I schools and amplifies the voices of the students and teachers who are thriving in those school environments while teaching and learning math. I used a criterion-based purposive sample to select five successful math teachers in a local Title I school. Using Seidman’s (2019) three-phased interview process, I obtained information about their past and present experiences that helped shape their unique, successful teaching styles. A thorough analysis of the data yielded the following three assertions, which confirmed the body of current literature: effective Title I math teachers must (a) build authentic relationships with parents and students; (b) choose to give the students what they need/deserve; and (c) evolve toward a more culturally responsive pedagogical (CRP) way of being. The findings suggest that teachers in Title I schools might see gains like those of the participants in this study by engaging in CRP-based courses and remaining current on the latest educational strategies that have proven helpful for Black and underserved children.	en_US
dc.description.tableofcontents	Chapter 1: INTRODUCTION TO THE STUDY 1 -- Personal Connection 2 -- Statement of the Problem 8 -- Research Goals 13 -- Conclusion 16 -- Chapter 2: CONCEPTUAL FRAMEWORK 18 -- Explaining a Conceptual Framework 18 -- Experiential knowledge 23 -- Subjectivity 23 -- The Golden Rule Subjective I 24 -- The Cultural Subjective I 25 -- Alone, but Not Alone Subjective I 26 -- Teaching 28 -- Theoretical framework 34 -- Positioning theory in conceptual framework 34 -- Critical Race Theory (CRT) 35 -- CRT tenet 1 36 -- CRT tenet 2 39 -- CRT tenet 3 41 -- CRT tenet 4 45 -- CRT tenet 5 47 -- Related Research 51 -- Conception of Title I schools 52 -- Title I schools and the (de) Segregated South 56 -- Title I schools as portrayed by the master narrative 63 -- Myth 1: The students do not value education 65 -- Myth 2: The poor are lazy 67 -- Myth 3: Students living in poverty have linguistic deficiencies 69 -- Myth 4: Parents are ineffective and inattentive to their child’s academic needs 70 -- The master narrative and Title I schoolteachers. 71 -- Mathematics standards and their impact on Title I students 74 -- Counter-stories and the master narrative 80 -- Counter-narratives and culturally relevant/responsive pedagogy in math 81 -- Expectations and Strategies for High Academic Success.83 Conclusion 88 -- Chapter 3: METHOD 91 -- Narrative Inquiry 92 -- Research Design 93 -- Research question evolution 95 -- Research questions 96 -- Setting selection process 97 -- District and school criteria 97 -- Setting 100 -- Participant Selection Process 101 -- The Gatekeepers 102 -- Contacting school district representatives 102 -- Contacting principals and intervention coaches 104 -- Selecting participants 109 -- Research Relationships 112 -- Data Collection 116 -- A change of plans. 117 -- Interviews. 117 -- Observations 121 -- Researcher memos and journaling 122 -- Data Analysis 123 -- Transcription 124 -- Code categorization: The process 126 -- In vivo coding 128 -- Values codes 128 -- Process codes 130 -- Versus codes 132 -- Code mapping 135 -- Pattern Coding 137 -- Themeing the data 137 -- Theme cross comparisons 139 -- Connecting strategies 140 -- Data presentation 142 -- Validity 143 -- Researcher bias 144 -- Reactivity 145 -- Ethical concerns 148 -- Conclusion 149 -- Chapter 4: PARTICIPANT PROFILES 150 -- Community Setting 151 -- School Setting 157 -- Profiles 160 -- Ms. Shavon 161 -- Meet Ms. Shavon 162 -- In her own words 163 -- Reflection 178 -- Ms. Keisha 179 -- Meet Ms. Keisha 180 -- In her own words 181 -- Reflection 197 -- Ms. Dedicated 198 -- Meet Ms. Dedicated 199 -- In her own words 200 -- Reflection 213 -- Ms. Ramonda 214 -- Meet Ms. Ramonda 215 -- In her own words 217 -- Reflection 229 -- Ms. Jasmine 231 -- Meet Ms. Jasmine 232 -- In her own words 233 -- Reflection 247 -- Conclusion 248 -- Chapter 5: DISCUSSION OF THEMES AND ASSERTIOINS 249 -- Individual Themes 250 -- Theme 1: Passionate about teaching Title I students 251 -- Theme 2: Teaching style influenced by formative years 258 -- Theme 3: Student Interest + Data Driven Instruction = Student -- Success. 264 -- Theme 4: A Co-Constructed Classroom Culture 269 -- Theme 5: Focused on Emotional and Social Skills 274 -- Theme 6: Combats racism through CRP 278 -- Theme 7: Chooses to meet student needs 282 -- Theme 8: Participants are lifelong learners 287 -- Theme 9: Participants display CRP and deficit thinking viewpoints 291 -- Developing the Assertions 297 -- A 1: Build authentic relationships with students and parents 297 -- A 2: Give the students what they need/deserve 301 -- A 3: Evolve towards a total infusion of a genuine CRP way of being 303 -- Conclusion 309 -- Chapter 6: CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS 311 -- Research Questions and Assertions Based on the Data 311 -- Research assertions revisited 314 -- Assertion 1 revisited 314 -- Assertion 2 revisited 315 -- Assertion 3 revisited 316 -- Research questions answered. 317 -- Research question 1 answered 317 -- Research question 2 answered 318 -- Research question 3 answered 319 -- Implications of Study 320 -- Individual reform 324 -- Administrators as reform leaders 326 -- Educational policy reform 327 -- Limitations of the Present Study 329 -- Participant demographic limitations 329 -- Data collection process limitations 330 -- Data analysis limitations 331 -- Recommendations for Future Research 332 -- Final Thoughts 334 -- References 336.	en_US
dc.format.extent	1 electronic record (.pdf), 392 pages, 3,078,917 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Education--Mathematics	en_US
dc.subject	Dissertations, Academic	en_US
dc.subject	Georgia	en_US
dc.subject	Education	en_US
dc.subject	Early childhood education	en_US
dc.subject	African American students	en_US
dc.subject	Teachers	en_US
dc.subject	Critical race theory	en_US
dc.subject	Culturally relevant pedagogy	en_US
dc.title	So, They Really Can Learn Here: Profiles of Effective Elementary School Mathematics Teachers of African American Students in Middle Georgia’s Title I Schools	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Leadership, Technology, and Workforce Development of the James L. and Dorothy H. Dewar College of Education and Human Services	en_US
dc.description.advisor	Schmertzing, Richard W
dc.description.committee	Schmertzing, Loraine
dc.description.committee	Shelton, Melvin A.
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Curriculum and Instruction	en_US