Date of Award

Summer 8-8-2018

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Trevor Turner, Ph.D.

Second Advisor

Barbara Hill, Ed.D.

Third Advisor

Sheila Gregory, Ph.D.

Abstract

The purpose of this study is to examine through a phenomenological approach the impact of the instructional practices of three African-American female teachers on the learning outcomes in mathematics of third- to fifth-grade African-American males. The research design of this study utilized a qualitative and quantitative phenomenological model to examine a particular group of teachers and their students at a suburban metro Atlanta school district. The researcher conducted data analysis using a variety of statistical testing to examine the relationships between student learning outcomes and gender, race, teacher perceptions and beliefs, teacher expectations, teacher-student interactions, student behavior, differentiated learning, and parental influences for each grade level. The findings from this research show how both internal and external factors can contribute to student learning outcomes as well as how common themes emerged related to pedagogical practices. Moreover, the results of the study indicate that educators must come to terms with the reality of their teaching practices. The study shows how three African-American teachers successfully promoted effective teaching practices that provided an equitable learning environment that impacted both the quality and quantity of teaching and learning for African-American students in their learning outcomes.

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