Connections: examining African American teachers' religious identities and teacher identities

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dc.contributorPleasants, Heather M.
dc.contributorRobinson, Michelle Bachelor
dc.contributorSmith, Cassander L.
dc.contributorWilson, Elizabeth K.
dc.contributor.advisorStallworth, Brenda J.
dc.contributor.advisorJohnson, Latrise P.
dc.contributor.authorWhitfield, Victoria Michelle
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-03-01T16:46:42Z
dc.date.available2017-03-01T16:46:42Z
dc.date.issued2013
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThis study compares the pedagogical practices of African American Sunday school teachers and their secondary English/Language Arts pedagogical practices. The major purpose of this study is to determine if there is a connection between African American Sunday school teachers' pedagogical practices and their pedagogical practices within the secondary English/Language Arts classroom. The investigator sought to determine if the religious component of teacher identity affects the teacher's pedagogical practices. Because this study focuses on two institutions that are contextually situated within the cultures of the participants, case study was the research strategy of choice. Observational and interview data were collected over a six-month time frame (June 2012-December 2012). Utilizing a qualitative design and measures such as observations and interviews as well as the constant comparative method, major commonalities were identified between the two classroom environments. Four themes emerged based on the cross-case analysis of the three teacher participants. These themes included the following: a) focus on oral literacy; b) focus on life application; c.) shaping of curriculum perspectives; d.) shaping of classroom management perspectives. Findings suggest that teachers had similar pedagogical practices in both environments. Findings also indicate that aspects of the teachers' religious beliefs shaped their dispositions towards curriculum and classroom management. Based on these findings, implications for teacher education programs, pre-service clinical practicum experiences, relationships between teachers and communities of practice, relationships between teachers and pedagogical practices, and historicity behind pedagogical practices are discussed.en_US
dc.format.extent218 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0001178
dc.identifier.otherWhitfield_alatus_0004D_11476
dc.identifier.urihttps://ir.ua.edu/handle/123456789/1654
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectSecondary education
dc.subjectTeacher education
dc.titleConnections: examining African American teachers' religious identities and teacher identitiesen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Curriculum and Instruction
etdms.degree.disciplineSecondary Education
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.
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