Browsing by Author "Dr. Paul Bitting, Committee Chair"

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Characteristics of Teachers Who Are Consistently Succwssful With Economically Disadvantaged Students. A Qualitative Study About Fourth and Fifth Grade Teachers Who Are Successful With Economically Disadvantaged Students.
(2006-08-18) Spivey, Donna Susan; Dr. Paul Bitting, Committee Chair
The purpose of the research was to identify personal and professional strategies in fourth and fifth grade teachers who are continuously successful with economically disadvantaged students. This qualitative study involved two fourth and two fifth grade teachers. An initial and a follow-up interview were conducted with each teacher participant. In addition, two classroom observations were completed recording the data on observation charts, scripting, and field notes. Participants' lesson plans, continuous dialogue through email and before and after each observation, as well as classroom photographs were also examined to support data triangulation. Their principals were also asked why they thought these teachers had been successful with this student population. Data analysis revealed that these four teachers used similar personal and instructional strategies in their classrooms. In addition, data revealed that common personal characteristics of these teachers coupled with their philosophies, enhanced their abilities to make personal connections with students, which all four teachers felt to be most important to their academic and school success with economically disadvantaged students. Without the personal connections and understanding of individual students' needs and experiences, the teachers would not have known how to help them make connections with their instruction and academic content. Students' personal needs also had to be addressed in such a way as to enhance self-esteem and provide material resources for participation in daily activities, and special activities such as field trips. All four teachers emphasized the importance of providing experiences for students to build a general knowledge base and expressive vocabulary from which students could draw to make successful academic and social connections and have a deeper understanding of their newly gained knowledge. Listening to these teachers' voices and observing them with their students has revealed information that can be useful for teachers and administrators who work with economically disadvantaged students. The implication of this study is that the personal and instructional characteristics identified in these four teachers can enhance not only teacher and administrator knowledge of how to successfully educate this student population, but also increase the number of educators being consistently successful with disadvantaged children.
Improving the Academic Achievement of African American Males: A Case Study of African American Male Perceptions of Attempted Instructional Strategies
(2005-07-31) Taylor, Althea Cogdell; Dr. Paul Bitting, Committee Chair
Numerous studies in the educational literature have reported the concern educators and community members have over the achievement gap between African American and white males. African American males currently score below white Americans on most standardized tests. Research has shown that this gap leads to serious negative consequences for African American males, such as suspensions, nonpromotions, school dropout, unemployment, crime, and incarceration. More effort is needed to improve these students' academic performance. Existing studies involved programs that focused in academic achievement. In this qualitative study, the researcher explored the African American male students' perceptions of instructional strategies used in the classroom and whether those strategies influenced their academic needs. The case study focused on factors that influenced improved academic achievement in African American males by examining the students' perceptions of instructional strategies, teachers' instructional beliefs, and comparing the similarities and differences to those in the current literature. Data were obtained through interviews and observations of 12 African American males, 2 teachers, and school administrators in a middle school. Findings revealed that the middle-school-aged African American males preferred lessons that were related to their real-life experiences and to their future. The more fun and stimulating the lessons, the greater their interest in learning. Family members, role models,and teachers had the greatest influence on students' motivation to learn. These findings support the need for staff development that includes extrinsic and intrinsic motivation. Teachers need to understand the value that encouragement can bring to African American males, and, as significant, teachers must understand the males themselves—what their needs and concerns are, and how to motivate them.
Parental Involvement as an Explanation of Mathematics and Reading Achievement in Kindergartners
(2006-06-19) Campbell, Bernice Virginia; Dr. Paul Bitting, Committee Chair; Dr. Lance Fusarelli, Committee Member; Dr. Robert Serow, Committee Member; Dr. Lee Stiff, Committee Member
The purpose of this study was to determine how well parent involvement, as a form of social capital, made up for familial differences in human (educational) and financial (income) capital thereby influencing reading and mathematics achievement scores. The sample consisted of 14952 kindergarten students from the Early Childhood Longitudinal Study Kindergarten Cohort of 1998. The research examined the effect of parent involvement on overall gains in mathematics and reading achievement scores. Using multiple regression analysis, level of parent involvement was found to have an influence on overall reading and mathematics gains, however the effect was weak. Predictor variables found to have an influence on overall reading gain were poverty level, gender, level of parent involvement, and SES. These variables explain 1.2% of the overall variance in reading gain scores. Predictor variables found to have an influence on overall mathematics gain were poverty level, child changed schools between rounds, level of parent involvement, and SES. These variables explain 1.3 % of the overall variance in mathematics gain scores.