{"id":{"repo_id":"ecu","oai_identifier":"oai:thescholarship.ecu.edu:10342/13230"},"canonical_url":"https://search.dev.ndltd.org/etd/ecu/oai:thescholarship.ecu.edu:10342/13230","repository":{"repo_id":"ecu","name":"East Carolina University","base_url":"https://thescholarship.ecu.edu/server/oai/request"},"display":{"title":"GETTING INTO GOOD TROUBLE: BUILDING CULTURALLY RESPONSIVE TEACHING PRACTICES FOR AFRICAN AMERICAN STUDENT SUCCESS IN MATHEMATICS","abstract":"Collectively understanding the diligence and perseverance necessary for teachers to fully support student learning and not accept \"give-up-itis\" from students is essential for success in mathematics, especially for African American students. In the participatory action research (PAR), I examined the extent to which upper elementary school teachers in an urban school could effectively implement protocols during conceptual mathematics lessons that increased opportunities for African American students' equitable engagement in academic discourse. To do so, I engaged teachers in a professional learning community (PLC) model using improvement sciences and community learning exchange processes. To collect qualitative data, I observed classrooms, engaged in post observation conversations and collected and analyzed artifacts from our group discussions. The findings confirmed that (1) Teachers' experiences as students inform their current practices; and (2) the instructional leader's role is essential in operationalizing teachers' beliefs and skills into consistent engagement practices. This research has implications for practice, policy and research. When teachers co-construct learning, use common instructional tools and strategies, and reflect collectively upon their practice, they can begin to dismantle inequitable math practices. The PAR processes are useful to practitioners and should inform policy at the school and district levels. School-based practitioners can become action researchers and respond to their local issues and decide how to improve instruction. External researchers can study their processes to inform the educational research community.","abstract_html":"Collectively understanding the diligence and perseverance necessary for teachers to fully support student learning and not accept "give-up-itis" from students is essential for success in mathematics, especially for African American students. In the participatory action research (PAR), I examined the extent to which upper elementary school teachers in an urban school could effectively implement protocols during conceptual mathematics lessons that increased opportunities for African American students' equitable engagement in academic discourse. To do so, I engaged teachers in a professional learning community (PLC) model using improvement sciences and community learning exchange processes. To collect qualitative data, I observed classrooms, engaged in post observation conversations and collected and analyzed artifacts from our group discussions. The findings confirmed that (1) Teachers' experiences as students inform their current practices; and (2) the instructional leader's role is essential in operationalizing teachers' beliefs and skills into consistent engagement practices. This research has implications for practice, policy and research. When teachers co-construct learning, use common instructional tools and strategies, and reflect collectively upon their practice, they can begin to dismantle inequitable math practices. The PAR processes are useful to practitioners and should inform policy at the school and district levels. School-based practitioners can become action researchers and respond to their local issues and decide how to improve instruction. External researchers can study their processes to inform the educational research community.","abstract_has_math":false,"creators":["Geathers, Carin Denise"],"institution":"East Carolina University","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":"Educational Leadership","school":null,"contributors":[],"advisors":["Militello, Matthew"],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-11-21","date_published":"2023-11-21","updated_at":"2026-07-24T02:13:41Z","subjects":["Culturally Responsive Teaching Practices","African American Student Success in Mathematics"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10342/13230","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Militello, Matthew"]},{"key":"dc:contributor.department","label":"Department","values":["Educational Leadership"]},{"key":"dc:creator","label":"Author","values":["Geathers, Carin Denise"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-01-16T17:13:59Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-01-16T17:13:59Z"]},{"key":"dc:date.issued","label":"Date","values":["2023-11-21"]},{"key":"dc:publisher","label":"Institution","values":["East Carolina University"]},{"key":"dc:type","label":"Dc Type","values":["Doctoral Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Culturally Responsive Teaching Practices","African American Student Success in Mathematics"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10342/13230"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Collectively understanding the diligence and perseverance necessary for teachers to fully support student learning and not accept \"give-up-itis\" from students is essential for success in mathematics, especially for African American students. In the participatory action research (PAR), I examined the extent to which upper elementary school teachers in an urban school could effectively implement protocols during conceptual mathematics lessons that increased opportunities for African American students' equitable engagement in academic discourse. To do so, I engaged teachers in a professional learning community (PLC) model using improvement sciences and community learning exchange processes. To collect qualitative data, I observed classrooms, engaged in post observation conversations and collected and analyzed artifacts from our group discussions. The findings confirmed that (1) Teachers' experiences as students inform their current practices; and (2) the instructional leader's role is essential in operationalizing teachers' beliefs and skills into consistent engagement practices. This research has implications for practice, policy and research. When teachers co-construct learning, use common instructional tools and strategies, and reflect collectively upon their practice, they can begin to dismantle inequitable math practices. The PAR processes are useful to practitioners and should inform policy at the school and district levels. School-based practitioners can become action researchers and respond to their local issues and decide how to improve instruction. External researchers can study their processes to inform the educational research community."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["GETTING INTO GOOD TROUBLE: BUILDING CULTURALLY RESPONSIVE TEACHING PRACTICES FOR AFRICAN AMERICAN STUDENT SUCCESS IN MATHEMATICS"]}]}],"canonical_facts":{"dc:contributor.advisor":["Militello, Matthew"],"dc:contributor.department":["Educational Leadership"],"dc:creator":["Geathers, Carin Denise"],"dc:date.accessioned":["2024-01-16T17:13:59Z"],"dc:date.available":["2024-01-16T17:13:59Z"],"dc:date.issued":["2023-11-21"],"dc:description.abstract":["Collectively understanding the diligence and perseverance necessary for teachers to fully support student learning and not accept \"give-up-itis\" from students is essential for success in mathematics, especially for African American students. In the participatory action research (PAR), I examined the extent to which upper elementary school teachers in an urban school could effectively implement protocols during conceptual mathematics lessons that increased opportunities for African American students' equitable engagement in academic discourse. To do so, I engaged teachers in a professional learning community (PLC) model using improvement sciences and community learning exchange processes. To collect qualitative data, I observed classrooms, engaged in post observation conversations and collected and analyzed artifacts from our group discussions. The findings confirmed that (1) Teachers' experiences as students inform their current practices; and (2) the instructional leader's role is essential in operationalizing teachers' beliefs and skills into consistent engagement practices. This research has implications for practice, policy and research. When teachers co-construct learning, use common instructional tools and strategies, and reflect collectively upon their practice, they can begin to dismantle inequitable math practices. The PAR processes are useful to practitioners and should inform policy at the school and district levels. School-based practitioners can become action researchers and respond to their local issues and decide how to improve instruction. External researchers can study their processes to inform the educational research community."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["http://hdl.handle.net/10342/13230"],"dc:language.iso":["en"],"dc:publisher":["East Carolina University"],"dc:subject":["Culturally Responsive Teaching Practices","African American Student Success in Mathematics"],"dc:title":["GETTING INTO GOOD TROUBLE: BUILDING CULTURALLY RESPONSIVE TEACHING PRACTICES FOR AFRICAN AMERICAN STUDENT SUCCESS IN MATHEMATICS"],"dc:type":["Doctoral Dissertation"]},"updated_at":"2026-07-24T02:13:41Z"}