A Study of Effective Instructional Practices for Teaching Boys in All-Boys Independent Schools in Virginia

The purpose of this study was to identify instructional practices that are effective for teaching boys in all-boys, independent schools in Virginia. Teachers' self-reported levels of preparedness to teach boys was also investigated. The study was a basic qualitative study that used a qualitatively designed survey to collect data regarding the instructional teaching practices used by teachers of all-boys, independent schools in Virginia. The reported data identified several instructional practices that align with prior research conducted by Reichert and Hawley (2010b). The findings of this study indicated that active movement and hands-on, interactive learning are effective instructional practices for teaching boys. Additionally, the study indicated that teachers are prepared to teach boys, and relationships built on trust and respect are important for boys to learn.

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Educational Leadership and Policy Studies

Department dc:contributor.department

Counselor Education

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2021

Author dc:creator

• Parsley, Kadie Lynn

Chair dc:contributor.committeechair

• Cash, Carol S.

Committee members dc:contributor.committeemember

• Suskind, Dorothy Courtney
• Gratto, John Robert
• Price, Ted S.

• single-sex education
• pedagogy for teaching boys
• instructional practices for teaching boys

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Dc Identifier Other

vt_gsexam:29755

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/103153