Date of Award

3-25-2022

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Thomas Barrett

Abstract

The purpose of this study was to conduct a qualitative case study of ten urban high school teachers' classroom practices in terms of pedagogical strategies and curriculum development approaches for college preparation of African American students. Arkansas released a High School-to-College Success Report in 2012 to assess how well high schools prepared students for post-secondary success. There is a dearth of research on urban high school teachers' perspectives on pedagogy strategies for college preparation of African American students. The theoretical framework for this study was derived from Dunkin and Biddle's (1974) Curriculum Model. The overarching research question guided this study: How do teacher contextual dimensions, pupil contextual conceptual dimensions, and student and faculty process conceptual dimensions influence changes in pupil classroom behaviors that result in immediate pupil growth and long-term pupil effects that help prepare African American high school students for college? Atlas.ti nine software was used to code and group data from interviews in order to categorize common themes about classroom practices related to pedagogy strategies and curriculum development approaches for college preparation of African American students. Thus, knowledge of (a) social class, (b) influence, (c) pre-teaching experiences, (d) training programs, (e) practice teaching experiences, (f) teacher training experiences, (g) teaching skills, (h) motivations, (i) intelligence, (j) student abilities, (k) parental involvement, (l) school and community climate, (m) class size, (n) maintain order, and (o) tutoring/mentor sessions, (p) remedial training, and (q) educational support on the immigrant experience are required.

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