Living Academic Research
Dr. Kyle R. Bacon
Academic Motivation And Success:
A Phenomenological Study of 8th Grade African American Boys in Two Suburban Maryland Middle Schools
Dr. Kyle R. BaconTitle: 8th Grade Math Teacher, Maryland Public Schools
Research Topic: Academic Motivation And Success: A Phenomenological Study of 8th Grade African American Boys in Two Suburban Maryland Middle Schools Institution: University of Maryland Eastern Shore (Educational Leadership Program) Committee Chair: Dr. Derry Stuff Abstract: A review of the existing literature illuminated a gap in the current research on academic motivation and success for 8th grade African American male students in the state of Maryland. The purpose of this phenomenological study was to understand the perceptions of factors contributing to the academic motivation and success of eight 8th grade African America male students’ in two suburban Maryland middle schools. |
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BioDr. Bacon is an educational recruiter, award-winning teacher, and former principal who completed his doctorate in educational leadership from the University of Maryland Eastern Shore. He also holds a Master's degree in Educational Leadership from Trinity University; a Master's Degree in Counseling from the University of the District of Columbia; and a Bachelor's of Social Work from Howard University.
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ScholarshipDr. Bacon is a natural at developing relationships with students and staff. He has excellent skills in identifying talented candidates, he recruits and cultivates candidates for high performance in education positions. This, along with his skills in business planning, client relations, networking, operations, and project management, enables him to manage a recruitment program that provides the strongest of candidates. Using social media, search engines, job boards, and job fairs, Kyle finds diverse candidates who will be top performers as teachers and school administrators. He has the proven ability to perform well within deadlines and in high-pressure situations, as well as the skills to mentor individuals to achieve their personal best.
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AbstractThe purpose of this phenomenological study was to understand the perceptions of factors contributing to the academic motivation and success of eight 8th grade African America male students’ in two suburban Maryland middle schools. From the research, eight major themes emerged from the study; goal setting, highly academic performance, increased peer accountability, parental support and accountability, classroom environment, more principal-led focus groups, specific career aspirations, and negative school images. Based on the themes the researcher collected, the results suggested that peer accountability, parental involvement, and committed educators have a direct correlation with the academic motivation and success of the selected participants. The research may be of interest to K–12 administrators, teachers, and parents seeking instructional and cognitive strategies to address how 8th grade African American male students process their perceptions and emotions attached to their learning.
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The Unexpected
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