The Instructional Practices and Perspectives of Highly Effective Teachers of Black Students: Case Studies from Mathematics Classrooms

Abstract

The purpose of this dissertation was to understand how teachers who are successful with low-achieving students of color living in poverty supported their students in learning mathematics. Standards-based instruction and culturally responsive teaching (CRT) have both been suggested as pedagogical approaches that may support traditionally underperforming students of color living in poverty to succeed in mathematics. Some research indicates, however, that these students may struggle with elements of standards-based instruction such as the open, contextualized nature of problems and classroom discourses (Lubienski, 2002; Zevenbergen, 2000). This dissertation extends prior research by examining the potential of both standard-based instruction and CRT to support students to succeed mathematically. This collective case study examined the perspectives and instructional practices of two mathematics teachers identified as highly effective with students of color and whether their instruction aligned or did not align with standards-based instruction and CRT. One seventh-grade mathematics teacher and one high school Algebra I teacher were identified through a nomination process as highly effective with traditionally underperforming students of color. Data collection methods included observations, interviews, and the collection of documents. Data were analyzed using qualitative methods to identify themes both within and across the cases. Each case study describes the teacher's goals, psychological environment of the classroom, and the daily classroom practices and beliefs of the two teachers. The cross-case analysis examined similarities and differences between teachers and how their beliefs and practices aligned or didn't align with standards-based instruction and CRT. Both teachers were found to have strong, caring, and respectful relationships with their students. There were elements of both teachers' instruction that aligned with CRT, and one teacher adopted a warm demander pedagogy. That teacher's instruction was also aligned with standards-based reform. The other teacher's mathematics instruction was procedurally based and adhered to a pedagogy of poverty (Haberman, 1991). Implications for these results as well as limitations of this study and further research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone [phone]. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]