Theses and Dissertations from UMD

Permanent URI for this communityhttp://hdl.handle.net/1903/2

New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM

More information is available at Theses and Dissertations at University of Maryland Libraries.

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    EFFECTIVE INSTRUCTIONAL PRACTICES THAT ENGAGE THE AFRICAN AMERICAN MALE IN MIDDLE SCHOOL SCIENCE
    (2018) Elam-Respass, Treesa; Fabian, Ellen; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Culturally-relevant instruction in middle school science engages and inspires the African American male to consider careers in science, technology, engineering, and/or mathematics (STEM). With the exponential value and growth of STEM career options, African American males benefit from the integration of and exposure to cultural language and customs within their science learning. The purpose of the study was to explore the instructional strategies teachers use in middle science classes to engage students, particularly African American males. The study pursued teachers’ perspectives about best instructional practices facilitated in middle school that primarily address culturally-relevant science content. Data for this study was collected and analyzed via responses from an online survey using Qualtrics. The results of the study confirm that the values and needs of African American males are marginally considered during middle school science instructional planning. The teachers report weekly student-teacher discussion techniques as the most commonly implemented practice for student engagement. Whereas, the survey participants also reported that the reading strategy was more infrequently implemented. With respect to the culturally relevant instruction, the survey participants postulate that the introduction of cultural elements proffer more interesting, valuable, and relatable lessons in middle school science. However, the teacher responses demonstrate minimal to no inclusion of culturally relevant instruction Lastly, teachers can benefit from learning about culturally relevant practices and the multicultural framework.
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    An Examination of Parental Variables, Ecological Factors, and the Academic Achievement of African American Male Students
    (2009) Hines, Erik M.; Holcomb-McCoy, Cheryl C; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The achievement gap between African American males and their peers has been documented in the literature. This research study examined the influence of parenting styles, parental variables, and ecological factors on the academic achievement of African American males. The sample was taken from two high schools in the northeast section of the United States and 153 African American male students between grades eleven and twelve participated in this study. The results of this study showed no significant relationship between parenting styles and the academic achievement. In addition, father's level of monitoring academic activities, mother expectations, and the number of parents in the home are significantly related to parenting styles. Moreover, results showed father's education level and two-parent homes are a positive predictor of grade point average while father expectations is a negative predictor of grade point average.