High-achieving readers in a low-performing school
Garas, Keli A
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This study examined what influenced high achieving African American sixth grade readers in a low performing urban school. The students as well as their teachers and parents were interviewed and observed. Secondary data sources included reading surveys, measures of personal attributes, school assessments, and student work. Analysis was ongoing using analytic induction and constant-comparative methods as well as discourse and positioning analyses. The data were situated and examined in both specific and societal contexts and linked with research and theories of social reproduction and resistance, minority education, family literacy, student attributes, and learning as a socio-cultural event.