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Authentic Instruction and Achievement of Fifth Grade Charter School Students Novea Mcintosh Walden University

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Authentic Instruction and Achievement of Fifth Grade Charter School Students Novea Mcintosh Walden University Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 1-1-2011 Authentic Instruction and Achievement of Fifth Grade Charter School Students Novea McIntosh Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Elementary and Middle and Secondary Education Administration Commons, and the Elementary Education and Teaching Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University COLLEGE OF EDUCATION This is to certify that the doctoral study by Novea McIntosh has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Thomas Pfundstein, Committee Chairperson, Education Faculty Dr. Maureen Ellis, Committee Member, Education Faculty Dr. Mary Lou Morton, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2014 Abstract Authentic Instruction and Achievement of Fifth Grade Charter School Students by Novea McIntosh MA, Indiana Wesleyan University, 2007 BS, University of the West Indies, 2002 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University October, 2014 Abstract Students’ performance on standardized tests continues to dominate the discourse in the educational arena as it reflects student growth and teacher performance. The low performance index scores of 5th grade students at 2 elementary charter schools in urban southwestern Ohio has been a major concern of the school district. Guided by social constructivism, the purpose of this research study was to identify curricular practices that influence student academic achievement. Semistructured interviews were conducted with 4 reading teachers and 2 administrators; curriculum maps, tests scores, and lesson plan documents were also reviewed. Interview, test score, and lesson plan documents were analyzed through an open-coding process and constant comparison of data to ensure trustworthiness. The findings revealed that 5th grade reading teachers and principals used teacher-centered instructional practices that did not connect with students’ backgrounds. Based on the findings, a capstone project was developed that provided a content-specific professional development training for reading teachers that would expose them to student-centered instructional practices related to students’ backgrounds. The implications for positive social change include engaged classrooms with student-centered instructional practices that could increase student achievement in urban schools. Authentic Instruction and Achievement of Fifth Grade Charter School Students by Novea McIntosh MA, Indiana Wesleyan University, 2007 BS, University of the West Indies, 2002 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University October, 2014 UMI Number: 3643809 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMI 3643809 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, MI 48106 - 1346 Dedication This dedication is two-fold, to my foundation and to my present. This doctoral study is dedicated to my parents Donald and Eunice Jackson, my foundation, and my husband and son, Mario and Zade McIntosh, my present. They have given me so much confidence throughout the years to aspire to my goals and to persevere no matter what obstacles I have to overcome. My father, though deceased, gave me the invaluable character trait of self-belief from which I have depended on with every milestone that I have accomplished in my life. My mother has been such a constant presence in my life, the prayer warrior, the matriarch of my family, and the tower of strength to guide me. I have also been blessed with a brilliant and incredible husband who is my constant source of support and motivator. He has been a true partner for the past 14 years and continues to inspire me to explore new heights and achieve my goals. You are my rock and I adore you. My 7-year old son, Zade, has been so resilient and patient as he watched me being a student and often part time Mom. I love you my angel. I thank you all, for the solid foundation that you have given me in the Lord. I know that through Christ all things are possible. I thank God for you and the gift of love that you have given me. Acknowledgments I would like to acknowledge first and foremost the Lord and His guidance and strength from the Word as I tarried through this doctoral journey. I would also love to extend my gratitude to the urban teachers and administrators who were willing to share their story with me. Your input made this possible so thank you from the bottom of my heart. I would like to express special thanks to all of my family members, my sisters and brothers, my in-laws, and the Fraas family. You have been so supportive throughout this time in my life. I love you all. Thank you to my dear friends, especially Judy and Nicole, who encouraged me every step of the way. Special thanks to my editor, Brianna Tranby. Your input has been invaluable to the success of this research study. You have motivated me through the difficult and tedious process of writing. I appreciate you. Finally, I would like to thank my Walden family. Thank you to my committee members, Dr. Sharon Brooks, Dr. Rena Palloff, Dr. Maureen Ellis, and Dr. Mary Lou Morton. I cannot express my gratitude enough to my chair, Dr. Tom Pfundstein, who guided me throughout this process. You worked with such alacrity and precision in teaching me to become a scholar. God bless you in all of your endeavors. Table of Contents List of Tables…………………………………………………………………………..... vi Section 1: The Problem ........................................................................................................1 Introduction ....................................................................................................................1 Definition of the Problem ....................................................................................... 2 Evidence of the Problem From the Professional Literature .................................... 4 Rationale ........................................................................................................................5 Definition of Terms........................................................................................................7 Significance of the Study ...............................................................................................9 Research Questions ......................................................................................................12 Literature Review.........................................................................................................14 Implications..................................................................................................................38 Summary ......................................................................................................................39 Section 2: Methodology .....................................................................................................40 Introduction ..................................................................................................................40 Participants ...................................................................................................................43 Settings .................................................................................................................. 43 Protection of Participants ...................................................................................... 44 Role of the Researcher .......................................................................................... 45 Data Collection ............................................................................................................46 Ethical Concerns ................................................................................................... 47 i Instrumentation ..................................................................................................... 49 Data Analysis ...............................................................................................................50 Research Findings ........................................................................................................52 Subquestion 1: How Does the School’s Curriculum Align with State Standards? ........................................................................................................54 Teachers’ Knowledge of Curriculum...................................................................
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