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The Resource A qualitative study of relationships between middle grade African American males who are underachieving and their teachers : subtitle, by Louis Cedric Neal

A qualitative study of relationships between middle grade African American males who are underachieving and their teachers : subtitle, by Louis Cedric Neal

Creator
Author
Contributor
Summary
This study explores the perceptions of underachieving African American male students about their schooling experiences and their relationships with teachers. Using narrative analysis, portraiture, and heuristic inquiry, data were collected to examine whether factors exist that circumvent relationship building between African American male students and their teachers and have some bearing on learning. Data collection included interviews of six African American male students, analysis of documents such as their grades and discipline referrals, and classroom observations of them. These six African American male students were questioned about their schooling experiences, their perceptions of relationships developed with teachers, and how those relationships influenced the way they feel about themselves. Overall, the panelists had positive feelings about school. They realized schooling was an essential element for their success in life. The panelists sought affirmation by their teachers and wanted their teachers to care about them as well as their schoolwork. The students enjoyed attending classes where positive relationships existed with teachers. In those classes, the students were recognized and had a sense of purpose. Panelists did not necessarily do all assignments in classes where positive relationships existed, but they felt they were learning. Often, they submitted assignments all at once in order to make up grades. When attending classes where negative relationships prevailed, the students would often sabotage their own learning in order to misbehave and give back the pain they believed they received from the teachers. Panelists determined whether or not they were successful in school based largely on whether they were sent out of class or out of school, not on their learning. The use of learning as a measure was second. This was largely because for schools, in many cases, the adherence to rules outweighed learning. Even though some rules may have been trivial, their disregard was deemed large enough to have panelists removed from the learning environment or inhibit learning in some manner. This research did not offer remedies for the panelists; however, they were able to reflect and identify actions they could perform or not perform that would increase their chances of remaining in class to learn
Language
eng
Work
Publication
Extent
1 online resource (253 pages)
Note
  • "A dissertation in Education."
  • Advisor: Loyce Caruthers
  • Vita
Contents
  • Introduction
  • Literature review
  • Methodology
  • They let me enter their world: findings and discussion
  • Conclusion
  • Appendix A. Building Principal Acknowledgment
  • Appendix B. Superintendent Authorization Agreement
  • Appendix C. Observation Protocol
  • Appendix D. Research Participant Instructions
  • Appendix E. Participant Parent Release Agreement
  • Appendix F. Participant Release Agreement
Instance
Label
A qualitative study of relationships between middle grade African American males who are underachieving and their teachers : subtitle
Title
A qualitative study of relationships between middle grade African American males who are underachieving and their teachers
Title remainder
subtitle
Statement of responsibility
by Louis Cedric Neal
Creator
Contributor
Author
Degree supervisor
Subject
Genre
Language
eng
Summary
This study explores the perceptions of underachieving African American male students about their schooling experiences and their relationships with teachers. Using narrative analysis, portraiture, and heuristic inquiry, data were collected to examine whether factors exist that circumvent relationship building between African American male students and their teachers and have some bearing on learning. Data collection included interviews of six African American male students, analysis of documents such as their grades and discipline referrals, and classroom observations of them. These six African American male students were questioned about their schooling experiences, their perceptions of relationships developed with teachers, and how those relationships influenced the way they feel about themselves. Overall, the panelists had positive feelings about school. They realized schooling was an essential element for their success in life. The panelists sought affirmation by their teachers and wanted their teachers to care about them as well as their schoolwork. The students enjoyed attending classes where positive relationships existed with teachers. In those classes, the students were recognized and had a sense of purpose. Panelists did not necessarily do all assignments in classes where positive relationships existed, but they felt they were learning. Often, they submitted assignments all at once in order to make up grades. When attending classes where negative relationships prevailed, the students would often sabotage their own learning in order to misbehave and give back the pain they believed they received from the teachers. Panelists determined whether or not they were successful in school based largely on whether they were sent out of class or out of school, not on their learning. The use of learning as a measure was second. This was largely because for schools, in many cases, the adherence to rules outweighed learning. Even though some rules may have been trivial, their disregard was deemed large enough to have panelists removed from the learning environment or inhibit learning in some manner. This research did not offer remedies for the panelists; however, they were able to reflect and identify actions they could perform or not perform that would increase their chances of remaining in class to learn
Cataloging source
UMK
http://library.link/vocab/creatorDate
1956-
http://library.link/vocab/creatorName
Neal, Louis Cedric
Degree
Ed.D.
Dissertation note
(School of Education).
Dissertation year
2014.
Granting institution
University of Missouri-Kansas City,
Illustrations
illustrations
Index
no index present
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
  • theses
http://library.link/vocab/relatedWorkOrContributorDate
1947-
http://library.link/vocab/relatedWorkOrContributorName
Caruthers, Loyce Ellenor
http://library.link/vocab/subjectName
  • Teacher-student relationships
  • African American teenage boys
  • Underachievers
Label
A qualitative study of relationships between middle grade African American males who are underachieving and their teachers : subtitle, by Louis Cedric Neal
Instantiates
Publication
Note
  • "A dissertation in Education."
  • Advisor: Loyce Caruthers
  • Vita
Antecedent source
not applicable
Bibliography note
Includes bibliographical references (pages 241-255)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier.
Color
black and white
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent.
Contents
Introduction -- Literature review -- Methodology -- They let me enter their world: findings and discussion -- Conclusion -- Appendix A. Building Principal Acknowledgment -- Appendix B. Superintendent Authorization Agreement -- Appendix C. Observation Protocol -- Appendix D. Research Participant Instructions -- Appendix E. Participant Parent Release Agreement -- Appendix F. Participant Release Agreement
Control code
913757811
Dimensions
unknown
Extent
1 online resource (253 pages)
File format
one file format
Form of item
online
Level of compression
mixed
Media category
computer
Media MARC source
rdamedia.
Media type code
  • c
Other physical details
illustrations.
Quality assurance targets
not applicable
Specific material designation
remote
System control number
(OCoLC)913757811
System details
  • The full text of the dissertation is available as an Adobe Acrobat .pdf file; Adobe Acrobat Reader required to view the file
  • Mode of access: World Wide Web
Label
A qualitative study of relationships between middle grade African American males who are underachieving and their teachers : subtitle, by Louis Cedric Neal
Publication
Note
  • "A dissertation in Education."
  • Advisor: Loyce Caruthers
  • Vita
Antecedent source
not applicable
Bibliography note
Includes bibliographical references (pages 241-255)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier.
Color
black and white
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent.
Contents
Introduction -- Literature review -- Methodology -- They let me enter their world: findings and discussion -- Conclusion -- Appendix A. Building Principal Acknowledgment -- Appendix B. Superintendent Authorization Agreement -- Appendix C. Observation Protocol -- Appendix D. Research Participant Instructions -- Appendix E. Participant Parent Release Agreement -- Appendix F. Participant Release Agreement
Control code
913757811
Dimensions
unknown
Extent
1 online resource (253 pages)
File format
one file format
Form of item
online
Level of compression
mixed
Media category
computer
Media MARC source
rdamedia.
Media type code
  • c
Other physical details
illustrations.
Quality assurance targets
not applicable
Specific material designation
remote
System control number
(OCoLC)913757811
System details
  • The full text of the dissertation is available as an Adobe Acrobat .pdf file; Adobe Acrobat Reader required to view the file
  • Mode of access: World Wide Web

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