So, They Really Can Learn Here: Profiles of Effective Elementary School Mathematics Teachers of African American Students in Middle Georgia’s Title I Schools
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Authors
Brown, Terrell
Issue Date
2022-12-07
Type
Dissertation
Language
en_US
Keywords
Education--Mathematics , Dissertations, Academic , Georgia , Education , Early childhood education , African American students , Teachers , Critical race theory , Culturally relevant pedagogy
Alternative Title
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.
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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.