Characteristics of Effective Reading Language Arts Teachers in Closing the Achievement

Characteristics of Effective Reading Language Arts Teachers in Closing the Achievement Gap by LaTasha Price Bassette MS, Walden University, 2003 BS, Hampton University, 1998 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2016 Abstract This study examined an urban school district in the southern United States that continued to experience student achievement gaps despite the implementation of initiatives as the African American Success Initiative. The school leadership needed a deeper understanding regarding what strategies were successful with closing the achievement gap. Using Gay’s theory of cultural responsive pedagogy, the purpose of this study was to identify inward attributes, outward strategies, and professional development perceptions of teachers with no achievement gap among ethnically diverse students. Employing an instrumental case study design, 8 middle school reading teachers who closed the reading achievement gap were interviewed; these narratives were supplemented with classroom observations and archival data of district-administered students’ surveys for the teachers, professional development plans, and teacher lesson plans. Data were analyzed using comparative and inductive analysis and were thematically coded. Findings indicated that teachers who closed the achievement gap shared culturally responsive characteristics and behaviors, including a caring attitude, high expectations, content relevance, and a belief that their existing Professional Development (PD) was not specific to the needs of teachers working in high-minority, low-socioeconomic urban school environments. A 3day PD was designed to produce positive social change by reframing the beliefs,This study examined an urban school district in the southern United States that continued to experience student achievement gaps despite the implementation of initiatives as the African American Success Initiative. The school leadership needed a deeper understanding regarding what strategies were successful with closing the achievement gap. Using Gay’s theory of cultural responsive pedagogy, the purpose of this study was to identify inward attributes, outward strategies, and professional development perceptions of teachers with no achievement gap among ethnically diverse students. Employing an instrumental case study design, 8 middle school reading teachers who closed the reading achievement gap were interviewed; these narratives were supplemented with classroom observations and archival data of district-administered students’ surveys for the teachers, professional development plans, and teacher lesson plans. Data were analyzed using comparative and inductive analysis and were thematically coded. Findings indicated that teachers who closed the achievement gap shared culturally responsive characteristics and behaviors, including a caring attitude, high expectations, content relevance, and a belief that their existing Professional Development (PD) was not specific to the needs of teachers working in high-minority, low-socioeconomic urban school environments. A 3day PD was designed to produce positive social change by reframing the beliefs, responses, and approaches to teaching minority students, allowing teachers to develop stronger teacher-student relationships, tolerance, and strategies, to ultimately increase student motivation and achievement. Characteristics of Effective Reading Language Arts Teachers in Closing the Achievement Gap by LaTasha Price Bassette MS, Walden University, 2003 BS, Hampton University, 1998 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2016 Dedication This study is dedicated to my daughter, Kyrie. Since you were six years old, you have observed me continuing my education. You have been inquisitive throughout the process about what I was writing, and through this process, I have watched you grow academically to hold the scholarly merits that you now have. I hope that I have been a role model in your life to show you the power and value of an education for women. As you embark on your final years of high school, I pray that my journey inspires you to chase your dreams to the fullest and to never waiver from doubt or obstacles that life may throw your way. I am so proud of you! Acknowledgments I would first like to thank my inner circle. Kyrie, thank you for understanding the days I skipped volleyball tournaments, especially those that you weren't playing in due to your injury. Thank you for helping out with your brother. I love you. To Lester, my love, thank you for stepping in cooking, washing, and just running the house when I was wrapped up in this last stage of writing. Thank you for vacations and mind breaks. Thank you for words of encouragement, date nights, and just unconditional love. I don't know if I could have mustered up the energy to finish if not for you. To my girlfriends, thank you for understanding the missed birthday events, brief conversations, and space. Thank you for your words of inspiration that motivated me to finish. I would also like to thank the faculty and staff of Walden University. Dr. Cathryn Walker and Dr. Pamela Harrison, you have been great mentors who have truly guided my thinking and given tough love at time. Dr. Ramo Lord, thank you for serving as my URR and assisting me through this process as well. I appreciate the conversations, feedback, resources, and encouragement from each of you. You made me a better writer and a better scholar. No words of appreciation can ever repay you. Lastly, thank you to the many friends, colleagues, and family members who shared words of encouragement, funny doctoral study stories, and inspirational messages. This journey has not been easy. As a single, working mom, there were many days and nights I contemplated quitting. I thank you for stepping in and bringing me back to my ultimate goals. Thank you!