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You searched for +publisher:"Texas Digital Library" +contributor:("Carter, Norvella P"). Showing records 1 – 2 of 2 total matches.

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1. Skinner, Dametra Nicolette. Personal Characteristics and Professional Acts of Teaching of Six Effective Mathematics Teachers of African American Students in Urban Middle School Classrooms.

Degree: 2013, Texas Digital Library

This research study was conducted as a qualitative study of six effective middle school mathematics teachers who educate urban, African American students. The purpose of this study was to examine and interpret the life experiences and teaching practices of middle school mathematics teachers by hearing their voices. The intent of this study was to expand the finite qualitative research base on effective middle school mathematics teachers of African American students and inform superintendents, administrators, teachers, and researcher in urban school districts. A purposeful sample of six middle school teachers provided a rich description of their characteristics through semi-structured interviews. Thematic analysis took place after each interview using axial coding and categorizing. The findings were categorized based on three major themes: Relevant Teacher Practices; Support^(3); and You Care, I Care. In total, ten sub-themes emerged from the voices of the participants. Sub-themes that emerged under Relevant Teacher Practices were: Keeping Students on Task, Hands-on Mathematics, and Relevant Mathematics. The sub-themes that emerged under Support3 were: Administrative Support, Collegial Support, and Parental Support. Finally, Relationships and Relevancy emerged as sub-themes under You Care, I Care. The participants??? experiences affirm the literature of culturally responsive teaching and the ethic of care, while serving as a vehicle for mathematics teachers of African American students in urban middle schools. Advisors/Committee Members: Carter, Norvella P (advisor).

Subjects/Keywords: Middle School Mathematics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Skinner, D. N. (2013). Personal Characteristics and Professional Acts of Teaching of Six Effective Mathematics Teachers of African American Students in Urban Middle School Classrooms. (Thesis). Texas Digital Library. Retrieved from http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66795

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Skinner, Dametra Nicolette. “Personal Characteristics and Professional Acts of Teaching of Six Effective Mathematics Teachers of African American Students in Urban Middle School Classrooms.” 2013. Thesis, Texas Digital Library. Accessed April 22, 2019. http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66795.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Skinner, Dametra Nicolette. “Personal Characteristics and Professional Acts of Teaching of Six Effective Mathematics Teachers of African American Students in Urban Middle School Classrooms.” 2013. Web. 22 Apr 2019.

Vancouver:

Skinner DN. Personal Characteristics and Professional Acts of Teaching of Six Effective Mathematics Teachers of African American Students in Urban Middle School Classrooms. [Internet] [Thesis]. Texas Digital Library; 2013. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66795.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Skinner DN. Personal Characteristics and Professional Acts of Teaching of Six Effective Mathematics Teachers of African American Students in Urban Middle School Classrooms. [Thesis]. Texas Digital Library; 2013. Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66795

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Johnson, Johnitha Watkins. Our Relationship, My Academia: Historical and Hegemonic Implications Imbuing Academically Successful African American Women from Single-mothered Families.

Degree: 2013, Texas Digital Library

This qualitative study sought to describe college-enrolled African American daughters??? interpretation of their single mother???s personal characteristics, acts of parenting, and meaningful influence on their collegiate academic achievement. Other fundamental purposes included examining the influence race, gender, and class have on the mother-daughter experiences of these African American women. Four African American female Texas college undergraduate/graduate students described and interpreted their single mother???s parenting acts and its influence on their college academic success. Specifically, this study specifically utilized Narrative Analysis, as an applicable analysis method. Findings indicate the single-mother offered verbal guidance, which permanently resonated with participants particularly in her mother???s absence. Moreover, each participant evidenced self-motivation, role-models, consistent discipline, and the use of their demographics (race, gender, and class) to undergird their potentiality rather than risk. Findings also substantiated a sister-brother dichotomy indicative of the mother ???raising??? her daughter while ???loving her son.??? These characterizations resulted in the following themes: (A) She???s in My Head; (B) Sister-Brother Dichotomy; (C) Helpful Disposition; (D) Self-Motivation & Role Models; (E) Discipline; (F) Race, Gender, and Class; and (G) Transitioned Inclination to Mold. Advisors/Committee Members: Carter, Norvella P (advisor).

Subjects/Keywords: academic success

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Johnson, J. W. (2013). Our Relationship, My Academia: Historical and Hegemonic Implications Imbuing Academically Successful African American Women from Single-mothered Families. (Thesis). Texas Digital Library. Retrieved from http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66812

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Johnson, Johnitha Watkins. “Our Relationship, My Academia: Historical and Hegemonic Implications Imbuing Academically Successful African American Women from Single-mothered Families.” 2013. Thesis, Texas Digital Library. Accessed April 22, 2019. http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66812.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Johnson, Johnitha Watkins. “Our Relationship, My Academia: Historical and Hegemonic Implications Imbuing Academically Successful African American Women from Single-mothered Families.” 2013. Web. 22 Apr 2019.

Vancouver:

Johnson JW. Our Relationship, My Academia: Historical and Hegemonic Implications Imbuing Academically Successful African American Women from Single-mothered Families. [Internet] [Thesis]. Texas Digital Library; 2013. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66812.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Johnson JW. Our Relationship, My Academia: Historical and Hegemonic Implications Imbuing Academically Successful African American Women from Single-mothered Families. [Thesis]. Texas Digital Library; 2013. Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66812

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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