Date of Award
Fall 11-23-2021
Degree Type
Dissertation
Degree Name
Doctorate of Philosophy (PhD) in Education
Department
Educational Leadership
First Advisor
Leodis Scott
Second Advisor
Andrea Kayne
Abstract
This qualitative, non-experimental phenomenology study used interviews to better understand the undergraduate literary curricula experiences of ten fourth-grade Chicago Public School teachers. The study explored the lived experiences of their literary instruction to African American fourth-grade boys. The purpose of this study was to identify why these youth have low reading proficiency and score the lowest of all demographics who take standardized test. The study results showed that nine of the ten teachers felt they lacked the skills to teach literacy effectively as a new teacher. The researcher discovered four major themes: connect, curricula, teacher perception/literacy & professional development, and cultural competency.
Recommended Citation
Lloyd, Kimberly Darlene, "Why Can’t I Read? The Demise of Literacy Among African American Boys in the Fourth Grade: The perception of ten fourth grade Chicago Public School Teachers’ lived experiences of literary instruction during their undergraduate student teaching program" (2021). College of Education Theses and Dissertations. 224.
https://via.library.depaul.edu/soe_etd/224