Teachers’ Perceptions of the Successes and Challenges in Enhancing Reading Performance for Upper Elementary African American Boys
Date of Conferral
10-26-2023
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Sarah Hough
Abstract
The problem addressed through this study is that over 70% of African American upper elementary school boys do not reach proficiency on the Alabama Comprehensive Assessment Program, despite statewide reading initiatives. This basic qualitative study used Ladson-Billings’ culturally relevant pedagogy as a conceptual lens to explore elementary teachers’ perceptions of their successes and challenges in teaching reading to upper elementary African American boys and of the resources needed for effective reading instruction to increase proficiency. A purposeful sample of 12 third- through fifth-grade teachers from the local school district were interviewed using a semi structured protocol to allow for an in-depth exploration and a thematic analysis to interpret participant perceptions. Trustworthiness was established using member checking to ensure credibility and thick descriptions written to ensure transferability to other settings. The findings reveal that teachers perceive success when they use research-based reading strategies; that lack of student motivation, parental involvement, representation are challenges; and that teachers need more professional development and opportunities for cultural representation. These results were used to prepare a position paper to provide stakeholders with a view of the current reading instruction, which will allow the design of data-informed initiatives to improve reading programs for upper elementary African American boys. Recommendations are a professional development program for teachers along with a mentoring program for third- through fifth-grade African American boys specifically designed to target missing elements from current reading instruction and included in a white paper to be presented to the local district.
Recommended Citation
McKenney, Melissa Elizabeth Cox, "Teachers’ Perceptions of the Successes and Challenges in Enhancing Reading Performance for Upper Elementary African American Boys" (2023). Walden Dissertations and Doctoral Studies. 15016.
https://scholarworks.waldenu.edu/dissertations/15016
