Abstract
This study examined the beliefs and instructional strategies that promote accelerated achievement for students of color in a suburban Minneapolis district. The research aimed to identify the beliefs and instructional strategies that lead to traditionally marginalized populations of students in grades 2-5 demonstrating growth on the Measures of Academic Progress (MAP) assessment. The study affirmed that teacher beliefs and instructional practices matter when attempting to create academic growth for traditionally marginalized groups of students. During the study several themes surfaced in relationship to the importance of educator beliefs and instructional practices.
Advisor
Melissa Krull
Committee Member
Bernadeia Johnson
Committee Member
Timothy Berry
Date of Degree
2022
Language
english
Document Type
Dissertation
Degree
Doctor of Education (EdD)
Program of Study
Educational Leadership
Department
Educational Leadership
College
Education
Recommended Citation
Osei, A. K. (2022). Accelerated growth: A case study of teacher beliefs and instructional strategies that promote achievement for students of color [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/1280/
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Social and Philosophical Foundations of Education Commons
Rights Statement
