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035 a| (Sirsi) o1419035487;

035 a| (OCoLC)1419035487;

049 a| EREE;

090 a| QA20.G76;

100 1 a| Ahmad, Zarina A.,e| author.?| UNAUTHORIZED;

245 10 a| Black students matter :b| how teachers equitably engage African American students in understanding conceptual mathematics /c| by Zarina A. Ahmad.;

246 3 a| Black students matter how teachers equitably engage African American students in understanding conceptual mathematics.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2023.;

300 a| 1 online resource (250 pages) :b| illustrations (chiefly color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 3.029 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2023.;

502 a| Presented to the Faculty of the Department of Educational Leadership;

500 a| Advisor: Matthew Militello;

500 a| Title from PDF t.p. (viewed February 5, 2025).;

520 3 a| In this participatory action research (PAR) study, I sought to understand how teachers implemented equitable and culturally responsive academic discourse to support African American students during mathematics instruction. Working with a group of teachers in a co-practitioner researcher (CPR) group, I examined to how teachers effectively planned and implemented culturally responsive academic discourse routines during mathematics instruction, engaged in plan-do-study-act cycles of inquiry, used protocols, and reflected on their pedagogical practices. In conducting evidence-based observations and post-observation conversations, teachers shifted their practices to be equitable and culturally responsive. Using qualitative methods to analyze data from documents, observation tools, coaching conversations, reflective memos, and artifacts from community learning exchange protocols (CLE), the findings are: (1) Teachers changed their academic discourse routines to foster equitable access; (2) observations and post-observation conversations facilitated by the school leader supported teachers to shift to culturally responsive practices. The research provides more insight for the teachers, the school, and the district on how to foster equitable engagement of African American students in conceptual mathematics and is useful to other leaders and teachers at site levels who want to engage in action research to understand and shift their instructional practices.;

504 a| Includes bibliographical references.;

650 0 a| Mathematicsx| Study and teaching (Elementary)=| ^A21543;

650 0 a| Culturally relevant pedagogy.=| ^A1260771;

650 0 a| African American studentsx| Education (Elementary)=| ^A8811;

650 0 a| Academic achievement.=| ^A8828;

650 0 a| Educational equalization.=| ^A24637;

650 0 a| Teacher-student relationships.=| ^A11389;

653 a| Examine how teachers use equitable and culturally responsive academic discourse to engage African American students in learning mathematics;

700 1 a| Militello, Matthew,e| degree supervisor.1| https://id.oclc.org/worldcat/entity/E39PCjJVGHRRYvQ8RpQPXBYkQm=| ^A1009081;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/13245;

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999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6302743-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 1/26/2024x| ETDz| HERESOURCE;

Black students matter : how teachers equitably engage African American students in understanding conceptual mathematics / by Zarina A. Ahmad.

Author/creator	Ahmad, Zarina A. author.
Other author	Militello, Matthew, degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2023.
Description	1 online resource (250 pages) : illustrations (chiefly color)
Supplemental Content	Access via ScholarShip
Subjects	Mathematics--Study and teaching (Elementary). Culturally relevant pedagogy. African American students--Education (Elementary). Academic achievement. Educational equalization. Teacher-student relationships.

Variant title	Black students matter how teachers equitably engage African American students in understanding conceptual mathematics.
Summary	In this participatory action research (PAR) study, I sought to understand how teachers implemented equitable and culturally responsive academic discourse to support African American students during mathematics instruction. Working with a group of teachers in a co-practitioner researcher (CPR) group, I examined to how teachers effectively planned and implemented culturally responsive academic discourse routines during mathematics instruction, engaged in plan-do-study-act cycles of inquiry, used protocols, and reflected on their pedagogical practices. In conducting evidence-based observations and post-observation conversations, teachers shifted their practices to be equitable and culturally responsive. Using qualitative methods to analyze data from documents, observation tools, coaching conversations, reflective memos, and artifacts from community learning exchange protocols (CLE), the findings are: (1) Teachers changed their academic discourse routines to foster equitable access; (2) observations and post-observation conversations facilitated by the school leader supported teachers to shift to culturally responsive practices. The research provides more insight for the teachers, the school, and the district on how to foster equitable engagement of African American students in conceptual mathematics and is useful to other leaders and teachers at site levels who want to engage in action research to understand and shift their instructional practices.
General note	Advisor: Matthew Militello
General note	Title from PDF t.p. (viewed February 5, 2025).
Dissertation note	Ed.D. East Carolina University 2023.
Dissertation note	Presented to the Faculty of the Department of Educational Leadership
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

Black students matter : how teachers equitably engage African American students in understanding conceptual mathematics / by Zarina A. Ahmad.

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