The College of Education, Health and
Human Sciences
Announces the Final Examination of
Shawneice Malone
for the degree of
Doctor of Education
October 24, 2014 at 3:00 p.m.
405 Ball Hall, University of Memphis
Memphis, TN
Biographical Sketch
Bachelor of Art, Psychology, St Martin’s University, Master of Business Administration, Human Resource Management, Touro University International, Master of Education, Curriculum and Instruction, Teaching and Learning, Tennessee State University
Advisory Committee
J.Helen Perkins, Ed.D., Associate Professor, Instruction and Curriculum Leadership, Committee chair
William Hunter, Ed.D., Associate Professor, Instruction and Curriculum Leadership
Sandra Cooley Nichols, Ph.D., Associate Professor, Special Education, University of Alabama
Larry McNeal, Ph.D., Professor Chair, Leadership
Major Field of Study
Instruction and Curriculum Leadership-Special Education
Period of Preparation: 2009 – 2014
Comprehensive Examination Passed: February 2012
Teacher Perceptions of Strategies and Practices that Motivate African American Adolescent Males with an Individualized Education Plan to Read.
Abstract
The purpose of this study was to explore teachers’ perceptions of African American males with an Individual Education Plan (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 and practices teachers believe to be most motivational for high school African American males receiving a special education to read. The survey included twenty-seven motivational strategies and practices acquired from previous studies and research among all age groups. An open-ended question was included to further investigate teachers’ perception of motivational strategies concerning this particular group.
The findings of the study revealed a number of recommendations such as; eliminating computers with voice activation, more involvement in reading, have a positive attitude towards teaching, integrate writing and reading and reward or incentivize the students for good progress. There were statistically significant differences in strategies and practices that high school teachers find motivational between high school teachers with more experience (more than ten years) and less experience (less than or equal to 10 years) at the 0.05 level of significance (p = 0.0187). There were statistically significant differences in strategies and practices that high school teachers find motivational between high school teachers who teach English/Language Arts classes and other core content courses at the 0.05 level of significance (p = 0.0042).
Keywords: literacy, reading motivation, African American males, individual education plan special education, achievement gap, teacher perception, practice, strategies