Teacher Perceptions of Strategies and Practices that Motivate African American Adolescent Males with Individual Education Program to Read

Identifier

1311

Author

Shawneice TaShae Malone

Date

2014

Document Type

Dissertation

Degree Name

Doctor of Education

Major

Instr and Curr Leadership

Concentration

Special Education

Committee Chair

J. Helen Perkins

Committee Member

William Hunter

Committee Member

Larry McNeal

Committee Member

Sandra Cooley-Nichols

Abstract

The purpose of this study was to explore teachers' perceptions of African American males with an Individual Education Program (IEP), literacy motivations to assist teachers in augmenting students' self efficacy and literacy competence. The theoretical framework was derived from the expectancy theory of motivation which places emphasis on individual perceptions and the interactions that follow as a consequence of personal expectations. The researcher used a survey to determine which strategies teachers believe to be most motivational for high school African American males receiving a special education to read. The survey included 27 motivational strategies and practices acquired from previous studies and research among all age groups. An open-ended question was included to determine the most motivational strategies.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.

Recommended Citation

Malone, Shawneice TaShae, "Teacher Perceptions of Strategies and Practices that Motivate African American Adolescent Males with Individual Education Program to Read" (2014). Electronic Theses and Dissertations. 1103.
https://digitalcommons.memphis.edu/etd/1103