Teaching in a large urban district has been historically described as a complex task and with the growing number of diverse students, the challenge continues to grow. The challenge is now coupled with major budget shortfalls. Across the nation public schools are struggling to keep the doors open, and provide basic supplies for students and teachers. Despite looming layoffs, closing schools, consolidations, and increased academic demands, there is a group of teachers in every urban district that consistently get results. The purpose of this qualitative study was to identify the beliefs, backgrounds, and classroom practices effective language arts teachers used consistently with African American middle school students.
","abstract_html":"<p>Teaching in a large urban district has been historically described as a complex task and with the growing number of diverse students, the challenge continues to grow. The challenge is now coupled with major budget shortfalls. Across the nation public schools are struggling to keep the doors open, and provide basic supplies for students and teachers. Despite looming layoffs, closing schools, consolidations, and increased academic demands, there is a group of teachers in every urban district that consistently get results. The purpose of this qualitative study was to identify the beliefs, backgrounds, and classroom practices effective language arts teachers used consistently with African American middle school students.</p>","abstract_has_math":false,"creators":["Freeman, Lanissa Laura"],"institution":null,"degree_name":"Ph.D.","degree_level":"Open Access Dissertation","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Gina L. DeBlase"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T05:58:57Z","subjects":["African American, Culturally, Urban","Arts and Humanities","Curriculum and Instruction","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wayne.edu/oa_dissertations/348","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Gina L. DeBlase"]},{"key":"dc:creator","label":"Author","values":["Freeman, Lanissa Laura"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2011-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["African American, Culturally, Urban","Arts and Humanities","Curriculum and Instruction","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wayne.edu/oa_dissertations/348"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Teaching in a large urban district has been historically described as a complex task and with the growing number of diverse students, the challenge continues to grow. The challenge is now coupled with major budget shortfalls. Across the nation public schools are struggling to keep the doors open, and provide basic supplies for students and teachers. Despite looming layoffs, closing schools, consolidations, and increased academic demands, there is a group of teachers in every urban district that consistently get results. The purpose of this qualitative study was to identify the beliefs, backgrounds, and classroom practices effective language arts teachers used consistently with African American middle school students.
"]},{"key":"dc:title","label":"Title","values":["Effective language arts teachers of urban african american middle school students in the greater detroit area"]}]}],"canonical_facts":{"dc:contributor":["Gina L. DeBlase"],"dc:creator":["Freeman, Lanissa Laura"],"dc:date.available":["2011-01-01T08:00:00Z"],"dc:description.abstract":["Teaching in a large urban district has been historically described as a complex task and with the growing number of diverse students, the challenge continues to grow. The challenge is now coupled with major budget shortfalls. Across the nation public schools are struggling to keep the doors open, and provide basic supplies for students and teachers. Despite looming layoffs, closing schools, consolidations, and increased academic demands, there is a group of teachers in every urban district that consistently get results. The purpose of this qualitative study was to identify the beliefs, backgrounds, and classroom practices effective language arts teachers used consistently with African American middle school students.
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