Skip to main content

Gender and Learning Outcomes: A Phenomenological Study on the Influence of Effective Teacher Instructional Practices of Third to Fifth-Grade African-American Boys in Mathematics

@ Atlanta University Center Robert W. Woodruff Library

Herbert, Darlene


DissertationDoctor of Education (EdD)Educational LeadershipThe 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.Electronic theses & dissertations collection for Atlanta University & Clark Atlanta University
Created Date:
2018 08 08
View Original At:

From Collection

DPLA: Include in Digital Public Library of America

Record Contributed By

Atlanta University Center Robert W. Woodruff Library

Record Harvested From

Digital Library of Georgia